Young children’s reading for pleasure with digital books: six key facets of engagement

Kucirkova, Natalia; Littleton, Karen; Cremin, Teresa

doi:10.1080/0305764x.2015.1118441

Cited by 64 publications

(68 citation statements)

References 67 publications

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“…The issue of developing clear criteria for choosing suitable apps for this age range is key. Kucirkova, Littleton and Cremin () developed criteria for choosing apps to support language and literacy (http://literacyapps.literacytrust.org.uk/how-to-choose-apps/). The design principles outlined in this paper move beyond language and literacy to consider the development of apps across all disciplinary areas.…”

Section: Resultsmentioning

confidence: 99%

Play and creativity in young children's use of apps

Marsh¹,

Plowman²,

Yamada‐Rice³

et al. 2018

Brit J Educational Tech

130

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This study is the first to systematically investigate the extent to which apps for children aged 0–5 foster play and creativity. There is growing evidence of children's use of tablets, but limited knowledge of the use of apps by children of children of this age. This ESRC‐funded study undertook research that identified how UK children aged from 0 to 5 use apps, and how far the use of apps promotes play and creativity, given the importance of these for learning and development. A survey was conducted with 2000 parents of under 5s in the UK, using a random, stratified sample, and ethnographic case studies of children in six families were undertaken. Over 17 hours of video films of children using apps were analysed. Findings indicate that children of this age are using a variety of apps, some of which are not aimed at their age range. The design features of such apps can lead to the support or inhibition of play and creativity. The study makes an original contribution to the field in that it offers an account of how apps contribute to the play and creativity of children aged five and under.

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Section: Resultsmentioning

confidence: 99%

Play and creativity in young children's use of apps

Marsh¹,

Plowman²,

Yamada‐Rice³

et al. 2018

Brit J Educational Tech

130

View full text Add to dashboard Cite

show abstract

“…A research study of digital reading (Kucirkova, Littleton, and Cremin, ) posits six facets of reader engagement: affective, creative, interactive, shared, sustained and personalised. It would be useful to know whether these typologies pertain beyond their research origins in fiction and digital books respectively, since the formulation and application of such typologies contain benefits for educational practice.…”

mentioning

confidence: 99%

The pleasures of reading non‐fiction

Alexander

Jarman

2018

Literacy

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This article examines data gathered in a broader study of a school‐based reading challenge to children aged from 8 to 14 to read science information books, centred in their school or class library. A survey was conducted before they embarked on the reading challenge to establish the children's reading habits. After the period of time allotted to the challenge had ended, participating teachers and children completed questionnaires and a sample from each were interviewed. Evidence relating to reading non‐fiction for pleasure was identified and extracted from the dataset and analysed. Prior to the challenge, most children's attitude to science books was that they would be boring, difficult or at variance with what they perceived as their reader identity. More positive attitudes resulted from taking part in the challenge. Contemporary science information books were found to be in themselves a source of pleasure. It is concluded that it is possible to differentiate between the pleasures of fiction and non‐fiction and that different types of pleasure which are derived from reading science non‐fiction can also be differentiated, ranging from extrinsic to intrinsic and including efferent and aesthetic. A tentative typology of intrinsic pleasures is proposed.

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“…Motivation and engagement also affect how much a reader will persist despite linguistic difficulties and try different strategies for comprehension (Moje, 2006). Engagement, which is characterized as affective, creative, interactive, shared, sustained, and personalized (Kucirkova, Littleton, & Cremin, 2017), reflects a deep involvement in texts. Nuttall (2005) asserted that the active interaction between literacy skills, reading engagement, and language learning could be seen as a virtuous circle.…”

Section: Reading Comprehensionmentioning

confidence: 99%

Motivational factors underlying different levels of reading comprehension of English language learners

Xu¹,

Durgunoğlu

2019

TESOL Journal

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Most research on the predictors of successful reading comprehension in a second language (L2) has been focused on cognitive factors. Very few studies exist on how motivational factors impact L2 reading comprehension. In this study, 179 Chinese college students read passages in English (their L2) and answered either literal, relatively superficial questions reflecting text‐based comprehension (TBC) or deeper, inferential and critical questions reflecting higher order comprehension (HOC). The participants also completed a survey on their reasons for studying English and perceptions of their abilities. Multiple regression analyses indicated that intrinsic motivation had more predictive power on HOC than TBC, whereas extrinsic motivation had more predictive power on TBC than HOC. The educational implications of these interrelationships between different components of motivation and L2 comprehension levels for English language learners are discussed.

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Young children’s reading for pleasure with digital books: six key facets of engagement

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Cited by 64 publications

References 67 publications

Play and creativity in young children's use of apps

Play and creativity in young children's use of apps

The pleasures of reading non‐fiction

Motivational factors underlying different levels of reading comprehension of English language learners

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