Young Children's Buddy Reading with Multimodal App Books: Reading Patterns and Characteristics of Readers, Texts, and Contexts

Autor/inn/en	Christ, Tanya; Wang, X. Christine; Erdemir, Ersoy
Titel	Young Children's Buddy Reading with Multimodal App Books: Reading Patterns and Characteristics of Readers, Texts, and Contexts
Quelle	In: Early Child Development and Care, 188 (2018) 8, S.1012-1030 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1241776
Schlagwörter	Reading Habits; Multimedia Materials; Qualitative Research; Early Childhood Education; Emergent Literacy; Interpersonal Communication; Cohort Analysis; Comparative Analysis; Comparative Education; Student Characteristics; Socioeconomic Status; Gender Differences; Animation; Navigation (Information Systems); Native Speakers; Second Languages; Reading Fluency; Electronic Publishing; Text Structure; Video Technology; Foreign Countries; Turkey; United States + Suchen Sie Ihr Suchwort? Reading habit; Lesegewohnheit; Qualitative Forschung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühleseunterricht; Interpersonale Kommunikation; Kohortenanalyse; Vergleichende Erziehungswissenschaft; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Muttersprachler; Second language; Zweitsprache; Elektronisches Publizieren; Textstruktur; Ausland; Türkei; USA
Abstract	This qualitative study investigated 27 US and 28 Turkish dyads of children between 4 and 6 years old who read 12 app books across a school year. Emergent coding and constant comparison were used to identify reading patterns in which the dyads engaged: hotspot-centric, text-centric, and integrated. Then we examined how characteristics of readers (socio-economic status, language, and gender), text (animations, navigation features, and typographical cues), and context (social interaction styles) were related to these reading patterns. Children read differently in their native versus a foreign language, and social interaction styles played a role in how reading patterns changed over time. Integrated reading, navigating sequentially through the app book, and collaborative social interactions were related to deeper meaning-making and the use of more effective reading patterns over time. Implications include how to model and scaffold app book reading practices, select texts for instruction, and design app books with features that have been shown to be effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01