Kindergartener’s meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes

Christ, Tanya; Wang, X. Christine; Chiu, Ming Ming; Cho, Hyonsuk

doi:10.1016/j.ecresq.2019.01.003

Cited by 32 publications

(56 citation statements)

References 45 publications

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“…Our study is grounded in the multimodal literacy theory (Jewitt & Kress, 2003; Kress, 2010) as well as in the Vygotskian sociocultural theory (Cobb, 1996; Cole & Wertsch, 1996). The multimodal literacy theory, which de-emphasizes the centrality of text and language and considers multiple modes of communication, informs us about the strategic and diverse pathways that young children use to make meaning with interactive app books while buddy reading (e.g., Christ et al, 2019). The traditional print literacy practices (reading and writing), which foreground visual modes (e.g., print, illustrations) for accessing text, are privileged in school settings (Kress, 1997).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Furthermore, previous research primarily focuses on buddy reading with CD-ROM or e-reader books (Brown, 2016; Shamir, 2009; Shamir et al, 2008; Trushell & Maitland, 2005). Only a few studies use buddy reading with app books (Christ et al, 2018; Christ, Wang, Chiu, & Strekalova-Hughes, 2019). App book reading behaviors may differ from those of CD-ROM books, given that the former uses a touch screen and the latter a mouse (Roskos, Burstein, Shang, & Gray, 2014).…”

Section: Buddy Reading With Multimodal Digital Booksmentioning

confidence: 99%

“…that can be activated by touching the screen. Reading app books involves strategically using multiple modes of information and features, across diverse pathways, to make meaning with them; and thus, it differs from reading traditional print texts (Christ, Wang, Chiu, & Cho, 2019; Kress, 2010; Wolfe & Flewitt, 2010). Consider the transcript below, in which two kindergarteners, Benny and Gail (all names are pseudonyms), read the interactive iPad app book Barnyard Dance together.…”

Section: Introductionmentioning

confidence: 99%

“…Understanding these potential relations could inform instruction and guided practice to improve young children’s app book reading. This is important because young children often use digital book features and information modes ineffectively (de Jong & Bus, 2003, 2004; Lefever-Davis & Pearman, 2005), even after receiving instruction on how to use them (Christ et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Wang

Christ

Chiu³

et al. 2019

AERA Open

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Interactive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’ (ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores; (2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Buddy Reading With Multimodal Digital Booksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Wang

Christ

Chiu³

et al. 2019

AERA Open

Self Cite

View full text Add to dashboard Cite

show abstract

“…Incongruent interactivity includes features not aligned with the main story line and that draw attention from the story to games or other activities embedded in the digital books. Incongruent interactivity was also negatively related to vocabulary scores, retelling, and inference in an analysis of 5‐ to 6‐year‐old US children reading digital books over 1 school year (Christ, Wang, Chiu, & Cho, ).…”

Section: Characteristics Of Booksmentioning

confidence: 99%

Children’s Reading With Digital Books: Past Moving Quickly to the Future

Kucirkova

2019

Child Dev Perspectives

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Digital books, such as e-books, story apps, picture book apps, and interactive stories, are narratives presented on touchscreens with multimedia and interactive features. Evidence suggests that early reading of print versus digital books is associated with different patterns of parent-child engagement and children's outcomes. Parents' verbal scaffolding, children's age, and the congruence between a book's narrative and its interactive and multimedia features are three documented process variables that explain the difference between reading print and digital books. To maximize the added value of digital books for children, we need to study the interaction among the characteristics of parents, children, and books; we also need to target these interactions through interventions and through collaborations between designers and researchers.

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Word Learning Opportunities in Preschool Storybook Apps

Bruner

2024

Reading Research Quarterly

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In this study, I examined preschool storybook apps for the affordances they may provide for young children's vocabulary development. Specifically, I sought to understand (a) the degree to which storybook apps introduce new words, (b) the types of words children can learn, and (c) the degree to which digital enhancements align with new words in the story. To do so, I conducted a content analysis of 26,744 words in 70 best‐selling storybook apps in the United States. Results indicate that approximately 7.5% of words in preschool storybook apps might be considered new words for preschool children—which is comparable to the number of new words in preschool printed books. Furthermore, approximately 25% of new words in storybook apps are aligned with digital enhancements. These findings contribute new information about vocabulary in preschool storybook apps and the extent to which digital enhancements might support children's word learning on screen.

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Kindergartener’s meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes

Cited by 32 publications

References 45 publications

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books

Children’s Reading With Digital Books: Past Moving Quickly to the Future

Word Learning Opportunities in Preschool Storybook Apps

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