Electronic Children’s Books: Promises Not Yet Fulfilled

Tomopoulos, Suzy; Klass, Perri; Mendelsohn, Alan L.

doi:10.1542/peds.2019-0191

Cited by 8 publications

(6 citation statements)

References 12 publications

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“…Increases in screen use by young children, which is exacerbated by the availability of portable devices, raise concerns about e-books and reading apps, especially those with enhanced animated features. Compared with print books, e-books and reading apps are associated with lower comprehension and attention to narrative and less nurturing engagement between caregivers and children . Two functional magnetic resonance imaging studies of preschool-aged children characterized differences in the functional connectivity of brain networks supporting language, visual perception, imagery, attention, and learning between audio, illustrated, and animated story formats .…”

Section: Discussionmentioning

confidence: 99%

“…Compared with print books, e-books and reading apps are associated with lower comprehension and attention to narrative and less nurturing engagement between caregivers and children. [122][123][124] Two functional magnetic resonance imaging studies of preschoolaged children characterized differences in the functional connectivity of brain networks supporting language, visual perception, imagery, attention, and learning between audio, illustrated, and animated story formats. 118,119 In both studies, between-network connectivity was most balanced during the illustrated story relative to other stories, which was described as a "Goldilocks effect."…”

Section: Neurobiological Associations With Home Literacy Environmentmentioning

confidence: 99%

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Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten

et al. 2021

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mergent literacy has been described as "a developmental continuum [involving] skills, knowledge and attitudes that are precursors to reading and writing." 1(p848) Reading difficulties stem from deficits in any of these domains and take root early, with many children beginning kindergarten unprepared to learn to read 2 (typical skill emergence is summarized in Figure 1). These children are disproportionately from households with low socioeconomic status (SES) and minority race and/or ethnicity. 3,4 In total, 65% of fourth-grade students in the US scored lower than proficient in reading in a 2019 assessment. 5 Low reading proficiency is associated with adverse outcomes that accelerate over time. These outcomes include behavior and conduct issues, withdrawal from school, and low vocational potential and poverty, with an estimated annual cost of more than $350 billion in the US and more than $1.2 trillion worldwide. 6 Dyslexia is defined as persistent difficulty learning to read accurately or fluently despite adequate exposure to written language and normal nonverbal intelligence, with a substantial genetic component and an estimated prevalence of 5% to 17%. 7 Other reading difficulties occur in the context of medical and environmental risk factors, including premature birth, 8 chronic medical conditions, 9 English as a second language, 10 excessive screen-based media exposure, 11,12 and an understimulating home literacy environment, which, while variable, can be defined as the resources, motivation, and/or stimulation required to learn to read. [13][14][15] Dyslexia is traditionally characterized as having a phonological basis, while environmentally based reading difficulties are IMPORTANCE Literacy has been described as an important social determinant of health. Its components emerge in infancy and are dependent on genetic, medical, and environmental factors. The American Academy of Pediatrics advocates a substantial role for pediatricians in literacy promotion, developmental surveillance, and school readiness to promote cognitive, relational, and brain development. Many children, especially those from minority and underserved households, enter kindergarten unprepared to learn to read and subsequently have difficulty in school.OBSERVATIONS Emergent literacy is a developmental process beginning in infancy. Component skills are supported by brain regions that must be adequately stimulated and integrated to form a functional reading network. Trajectories are associated with genetic, medical, and environmental factors, notably the home literacy environment, which is defined as resources, motivation, and stimulation that encourage the literacy development process. Eco-biodevelopmental models are advocated by the American Academy of Pediatrics, and these models offer insights into the neurobiological processes associated with environmental factors and the ways in which these processes may be addressed to improve outcomes. Emergent literacy is well suited for such a model, particularly because the mechanisms underlying...

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Section: Discussionmentioning

confidence: 99%

Section: Neurobiological Associations With Home Literacy Environmentmentioning

confidence: 99%

Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten

et al. 2021

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“…So, although access to multimodal and interactive texts increases, few studies have explored how these texts influence the development of students ' multimodal reading (cf. Brown, 2016;Kucirkova, 2022;Rowsell & Walsh, 2011;Rvachew, 2017;Tomopoulos et al, 2019;Støle, et al, 2020). Studies by Felten (2008), Elkins (2008), Bresciani and Eppler (2015) and not least Serafini (2014Serafini ( , 2017Serafini ( , 2020Serafini ( , 2022, and Serafini et al (2016) have shown that it is especially important to promote students' ability to assemble meaning-not only from a printed text, but also by interpreting or reading images-and their ability to represent and produce visual messages to use in communication with others.…”

Section: Reading Interactive Data Visualizations-to Navigate and Inte...mentioning

confidence: 99%

Towards Visual Literacy in School : Interactions between Students and Interactive Visualizations in Social Science Classrooms

Bodén

2023

Linköping Studies in Education and Social Sciences

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This compilation thesis explores how the double aspect of visual literacy is enacted in secondary schools' social science classrooms when interactive data visualizations are employed. The aim is to map what characterizes 'reading' interactive data visualizations and 'writing' knowledge visualizations, as well as implications for a didactic design supporting students' visual literacy. The interactive data visualization introduced by this thesis is the visual analytics application Statistics eXplorer, which offers support in analyzing vast amounts of data. Such information-rich interfaces provide possibilities for students to find correlations and draw conclusions, but they also generate complexities regarding interactive and multimodal texts and require modes other than the written when insights are to be demonstrated. The thesis is positioned under the umbrella of actor-network theory, thereby a socio-material perspective guides the study of interactions between actors (students, teachers, lesson plans, visualizations, written texts, etc.) Applying design-based research, an intervention is designed and conducted in seven social science classrooms comprised of four teachers and 152 students. The empirical material consists of zoomed-in webcam recordings capturing the students' faces, voices, and gestures as well as the activities on the screens. It also includes wide-angle captures, field notes, and one focus group. Material discursive analysis guides the analytical work. The findings reveal a reading characterized as intense, performative, collaborative, and dynamic. The reading process is distinguished by searches for a starting point, a production of reading direction, and a continuously changing reading surface. The findings also show how students' insights from this kind of reading can be translated into knowledge visualizations in a writing process that is characterized by exploring, gathering, and inserting visuals as carriers of information. Furthermore, by identifying critical issues in the classrooms, a didactic design framework of vital components is constructed, which demonstrates how teachers can design teaching that supports the development of students' visual literacy.

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“…Despite the peculiarity of its content, the digital book is like any other interactive screen. Its use must adhere to specific rules in order for it to prove beneficial, and not disrupt parent-child interactions [ 41 ]. In a recent study authors noticed that when reading an animated e-book, exchanges between parents and children were lessened in quantity as well as quality (compared to the reading of a traditional book), despite the fact that the shared experience between a parent and child over a book is presumed to be rewarding [ 42 ].…”

Section: The Effects Of New Media Are Not So Different From Theses Described With Televisionmentioning

confidence: 99%

The negative effects of new screens on the cognitive functions of young children require new recommendations

Osika

2021

Ital J Pediatr

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Television studies have shown that some negative effects of screens could depend on exposure time, but more importantly on the characteristics of the child, the type of content viewed, and the context in which it is viewed. Studies on newer screens show that these factors are still valid but new ones now play a negative role: portable screens increase the duration of exposure and lowered the age at which exposure begins. More worryingly, new screen persuasive designs and dark patterns largely used incite more frequent use, attracting the attention of children and parents, resultantly interfering deeply in parent/child relationships. In this text we suggest that current academic recommendations have to be more broadly shared but also that new recommendations are needed: especially to advise parents not to let their screen interactions compete with real interactions with their child which are the core of learnings (especially language) and emotional regulations but also of their security.

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Electronic Children’s Books: Promises Not Yet Fulfilled

Abstract: Reach Out and Read (no financial compensation). Dr Mendelsohn is the principal investigator of studies of Reach Out and Read and the Video Interaction Project (no financial compensation).

Cited by 8 publications

References 12 publications

Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten

Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten

Towards Visual Literacy in School : Interactions between Students and Interactive Visualizations in Social Science Classrooms

The negative effects of new screens on the cognitive functions of young children require new recommendations

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