The Effects of Book Format on Parent-Child Interaction during Joint Book Reading

Publication Year:
2014
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Downloads 96
Abstract Views 7
Repository URL:
https://scholarworks.uark.edu/etd/2082
Author(s):
Bowman, Jennifer Lynn
Tags:
Literacy; Reading instruction; Early Childhood Education; Educational Psychology
thesis / dissertation description
Technology is a part of our society and is ever changing. Therefore, it is important to examine the effects that such innovations have on parent-child interactions, especially those that have been shown to promote children's early literacy learning and future school success. This study was conducted in the context of a larger project, The Family Reading Project, which investigated parent-child engagement in joint reading activities using mobile devices. This research compared parent and child behaviors when reading traditional books versus reading e-books to determine if book format had any effect on parent-child interaction. The results of this study were that parent and child verbal and nonverbal behaviors did differ across the two book formats. In particular, traditional print book reading sessions contained more verbal and nonverbal exchanges between the parent and child regarding book content, which are known to support children's early literacy attainment.