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 © 2019 All Academic, Inc.
|Publication status||Published - Apr 2018|
|Event||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
- New York, United States
Duration: 13 Apr 2018 → 17 Apr 2018
|Conference||2018 Annual Meeting of American Educational Research Association: "The Dreams, Possibilities, and Necessity of Public Education"|
|Abbreviated title||AERA 2018|
|Period||13/04/18 → 17/04/18|