Word Learning and Story Comprehension from Digital Storybooks: Does Interaction Make a Difference?

Autor/inn/en	Kelley, Elizabeth S.; Kinney, Kara
Titel	Word Learning and Story Comprehension from Digital Storybooks: Does Interaction Make a Difference?
Quelle	In: Journal of Educational Computing Research, 55 (2017) 3, S.410-428 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633116669811
Schlagwörter	Young Children; Language Acquisition; Childrens Literature; Electronic Publishing; Interaction; Vocabulary Development; Reading Comprehension; Preschool Children; Randomized Controlled Trials; Comparative Analysis; Surveys; Intelligence Tests; Verbal Ability; Pretests Posttests; Coding; Knowledge Level; Story Telling; Receptive Language; Expressive Language; Learner Engagement; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühe Kindheit; Sprachaneignung; Spracherwerb; 'Children''s literature'; Kinderliteratur; Elektronisches Publizieren; Interaktion; Wortschatzarbeit; Leseverstehen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Survey; Umfrage; Befragung; Intelligence test; Intelligenztest; Mündliche Leistung; Codierung; Programmierung; Wissensbasis; Rezeptive Kommunikationsfähigkeit
Abstract	An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story comprehension of preschool children after interactions with interactive and noninteractive versions of a digital storybook. Thirty preschool children were randomly assigned to one of two experimental conditions: "interactive" in which the story text was presented aloud and "interactive" features were present and "not interactive" in which the story text was presented aloud with no interactive features. After three sessions with the digital storybook, no group differences were observed between conditions on measures of word learning or story comprehension. Children in both groups demonstrated some learning of new words; however, gains were minimal, approximately one new word per child. This study contributes preliminary data to indicate that interactive components of digital storybooks may not be sufficient to facilitate language learning. Instruction, rather than incidental exposure, is likely necessary for meaningful language learning from digital storybooks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01