共同阅读中的自我调节与理解:语言互动和电子书讨论提示的调节作用

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Dandan Yang, Yan Ge, Yiwen Sun, Penelope Collins, Susanne M. Jaeggi, Ying Xu, Zhiling Meng Shea, Mark Warschauer
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引用次数: 0

摘要

该研究考察了以多动症症状强弱和正常行为评级来衡量的儿童自我调节能力与故事理解的关系,以及语言参与和电子书讨论提示如何缓和这种关系。3-7岁的儿童(人数=111,女性占50%,母语为中文)与父母(2020-2021年)一起阅读中英文双语互动故事电子书两次,有无讨论提示均可。结果表明,儿童的自我调节能力越低,他们在故事理解方面就越困难。重要的是,我们的数据表明,嵌入电子书讨论提示和更多的英语口头表达可以减轻注意力不集中/多动儿童的这种负面关联。这些研究结果对今后针对注意力不集中/多动症儿童和有注意力缺陷/多动症风险的儿童的电子书设计、干预措施和家庭阅读实践具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts

Self-regulation and comprehension in shared reading: The moderating effects of verbal interactions and E-book discussion prompts

The study examined how children's self-regulation skills measured by the strengths and weaknesses of ADHD symptoms and normal behavior rating are associated with story comprehension and how verbal engagement and e-book discussion prompts moderate this relation. Children aged 3–7 (N = 111, 50% female, Chinese as first language) read an interactive Chinese–English bilingual story e-book with or without discussion prompts twice with their parents (2020–2021). Results demonstrated that the lower children's self-regulation skills, the more they struggled with story comprehension. Critically, our data suggest that embedding e-book discussion prompts and more verbalization in English can mitigate this negative association for children with inattention/hyperactivity. These findings have critical implications for future e-book design, interventions, and home reading practice for children with inattention/hyperactivity and those at risk for attention deficit/hyperactivity disorder.

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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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