Exploring the relationship between kindergarteners' buddy reading and individual comprehension of multimodal digital texts

X. Christine WANG, Tanya CHRIST, Ming Ming CHIU

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

To understand young children's experience with multimodal digital texts, we investigated how 53 kindergarteners' (ages 5-6) buddy reading behaviors (reading mode selection, sequential/non-sequential reading, hotspot use, use of modalities, use of monitoring) were related to their individual comprehension outcomes (prompted retelling, inference/critical- thinking, depth of target vocabulary knowledge) while reading app books. Multivariate mixed response analysis yielded these findings: (1) Buddy monitoring behaviors (e.g., ask questions, draw attention to book content, debate, or negotiate) were associated with higher vocabulary scores as well as higher inferences/critical thinking scores; (2) Triads had lower prompted retelling scores than dyads especially when reading longer app books. The findings highlight the importance to promote these positive buddy reading behaviors and pay attention to group size. Copyright © 2018 IADIS Press. All Rights Reserved.
Original languageEnglish
Title of host publicationProceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2018)
EditorsDemetrios G. SAMPSON, Dirk IFENTHALER, Pedro ISAÍAS
Place of PublicationLisbon, Portugal
PublisherIADIS Press
Pages383-386
ISBN (Print)9781510875395
Publication statusPublished - 2018

Citation

Wang, X. C., Christ, T., & Chiu, M. M. (2018). Exploring the relationship between kindergarteners' buddy reading and individual comprehension of multimodal digital texts. In D. G. Sampson, D. Ifenthaler, & P. Isaías (Eds.), Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2018) (pp. 383-386). Lisbon, Portugal: IADIS Press.

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