Young children’s buddy reading with multimodal app books: reading patterns and characteristics of readers, texts, and contexts

Published on Aug 3, 2018in Early Child Development and Care
· DOI :10.1080/03004430.2016.1241776
Tanya Christ11
Estimated H-index: 11
(UR: University of Rochester),
X. Christine Wang14
Estimated H-index: 14
(UB: University at Buffalo),
Ersoy Erdemir2
Estimated H-index: 2
(Boğaziçi University)
Sources
Abstract
ABSTRACTThis 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 ap...
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