短期数字故事书干预培养儿童语言

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
A. Cordes, F. Egert, Fabienne Hartig
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引用次数: 0

摘要

摘要:研究表明,故事书阅读可以在儿童早期培养语言技能,而数字格式的故事书具有新的潜力。本研究采用分层随机方法评估了幼儿园儿童阅读数字故事书对全球语言、词汇、动词学习(不规则过去式)和叙事技能的影响。我们评估了两种阅读方法:(a)对话阅读和(b)有监督的、独立的基于屏幕的故事阅读。27名儿童(4 - 5岁)接受了短期小组干预(3次),使用平板电脑上的数字故事书,使用两种方法中的一种与音频叙述。对话阅读条件下的儿童在接受性词汇、表达性目标词汇和动词学习方面有显著的进步。后对比进一步揭示了对话阅读对儿童叙事技能的巨大优势。根据认知和发展心理学的见解设计的适合年龄的数字故事书,如果以对话方式阅读,可以用于早期教育,以培养儿童的语言技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Fostering Child Language with Short-Term Digital Storybook Interventions
Abstract: Research suggests that storybook reading fosters children’s language skills in the early years, with digital formats bearing new potential. This experimental pilot study with stratified randomization evaluates the effects of digital storybook reading in kindergarten on global language, vocabulary, verb learning (irregular past), and narrative skills. We assessed two reading methods: (a) dialogic reading and (b) supervised, independent screen-based story exposure. Twenty-seven children (aged 4 – 5 years) received a short-term small-group intervention (3 sessions) with a digital storybook on a tablet using one of the two methods with audio narration. Children in the dialogic reading condition made significant gains in receptive vocabulary, expressive target vocabulary, and verb learning. Postcontrasts further revealed a substantial advantage of dialogic reading for children’s narrative skills. Age-appropriate digital storybooks designed in line with insights from cognitive and developmental psychology may be used in early education to foster children’s language skills, if read dialogically.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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