Drawing attention to print or meaning: How parents read with their preschool-aged children on paper and on screens

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Anika Nastasiuk, Émilie Courteau, Jenny Thomson, S. Hélène Deacon
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引用次数: 0

Abstract

Background

Shared reading is an important opportunity for parents and children to connect and learn, which can support later independent reading skills. Much of the research to date has examined shared reading as parents read physical print books with their children. This research has demonstrated that parents tend to engage in more activities that emphasise the meaning of the stories over the code (i.e., print). Here, we examine the focus of shared reading when parents are reading with their children on paper versus on a digital device and whether this differs across the preschool years.

Methods

A total of 253 parents of children aged 0–5 years completed an online self-report questionnaire. Parents reported on the frequency of engaging in meaning- versus code-related activities during shared book reading on paper and on screen with their youngest child. We conducted a linear regression analysis contrasting code- versus meaning-related activities on paper versus screen modality with age as a continuous variable.

Results

Key to our objectives, parents reported engaging in meaning-related activities more frequently during shared reading on paper versus on screens and in code-related activities more frequently during shared reading on screens than on paper. These effects did not differ across age, although overall, parents reported engaging slightly more frequently in shared reading activities in general when their child was older.

Conclusions

The findings show that parents are engaging with their children differently as they read together on paper versus screens. Consistent with prior research, we found that activities emphasising the meaning of stories dominate shared paper book reading experiences in the preschool years. Critically shared reading on screens tips this balance, with parents reporting more code-related activities. These patterns identify the learning opportunities enabled by the affordances of shared reading on screens.

Abstract Image

关注文字或意义:父母如何与学龄前儿童一起在纸上和屏幕上阅读
背景分享阅读是父母和孩子沟通和学习的重要机会,有助于提高日后的独立阅读能力。迄今为止,大部分研究都是在父母与子女共读印刷书籍时进行的。这些研究表明,父母往往会参与更多强调故事意义而非代码(即印刷体)的活动。在此,我们研究了父母与孩子一起阅读纸质图书和数字设备时,共同阅读的重点是什么,以及在学龄前阶段这一点是否有所不同。家长们报告了在与最小的孩子共同阅读纸质和屏幕图书时,参与意义相关活动和代码相关活动的频率。我们进行了线性回归分析,对比了在纸上和屏幕上与代码相关的活动和与意义相关的活动,并将年龄作为连续变量。结果与我们的目标一致,家长们报告说,在纸上和屏幕上共享阅读时,他们更频繁地参与与意义相关的活动,而在屏幕上共享阅读时,他们更频繁地参与与代码相关的活动。这些影响在不同年龄段并无差别,不过总体而言,当孩子年龄较大时,父母参与共同阅读活动的频率会稍高一些。结论研究结果表明,父母与孩子在纸上和屏幕上共同阅读时的参与方式是不同的。与之前的研究一致,我们发现强调故事意义的活动在学龄前的纸质图书共读体验中占主导地位。而在屏幕上进行的批判性分享阅读则打破了这种平衡,家长们报告了更多与代码相关的活动。这些模式确定了屏幕共享阅读所带来的学习机会。
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来源期刊
CiteScore
4.50
自引率
0.00%
发文量
38
期刊介绍: Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.
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