219,599 research outputs found

    The third voice: Do enhanced e-books enhance the benefits of shared story reading with preschoolers?

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    This study from which this paper draws examined the benefits of reading plain e-books (with parental instruction) compared to enhanced e-books (with limited parental direction) with 3- to 5-year-old children. Interaction was measured through parent-child verbal communication and eye contact. Engagement was measured through time spent visually focused on the story, and retention was measured through open-ended story event recall questions and multiple-choice story vocabulary questions. There were no differences between the enhanced and plain e-book conditions in children’s qualitative engagement with the story, or in the amounts of vocabulary or story events they retained. While enhanced e-books resulted in more time spent gazing at the device, parents and children were significantly more interactive when reading plain e-books. These findings suggest that while both plain and enhanced e-books are effective in aiding children’s retention of words and story events, plain e-books read by a caregiver are better at promoting meaningful conversation

    Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind

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    We tested sixth graders for empathy and theory of mind before and after an academic unit on either Wonder or The Crossover. Wonder was associated with improved perspective-taking; students who read The Crossover increased in concern for others. Faux pas detection increased in both genders with Wonder, and in girls with The Crossover. Students who read The Crossover in print showed improved understanding of facial expressions, while students who used iPads declined. Young adult fiction is associated with improved social cognitive skills, but effects depend on gender and reading format, as well as on the choice of individual book

    The impact of technology on children’s attainment in English: a review of the literature

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    Postmodernism and Children’s Literature

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    All four of my own children clamored for the Sesame Street book titled, The Monster at the End of This Book. On each double page spread, Grover begged them, “Please don’t turn the page because there’s a monster at the end of this book and I am so scared of monsters.” Of course, they loved to tease Grover, so they kept turning pages. The book ends with a smiling Grover, announcing, “I, furry, lovable old Grover am the monster at the end of this book and you were so scared” (Stone, 1971). Despite the silliness of the whole book, it did breed an excitement about turning the page and was a clever way to instill interaction between author and listener or reader. Published in 1971, this particular book was possibly one of the first picture books to show the influence of postmodern thought. It recognized the reader/listener as someone who had a role to play in the story as it unfolded, someone who could influence the outcome or meaning of the story, and ultimately, someone who could question the authority of the text or the author. In the decades since the publishing of this book, many more picture books have been published that bear the mark of postmodernism, so many, in fact, that a new subgenre, postmodern picture books, has been suggested (Goldstone, 2004)

    Children\u27s Books as Cultural Products: A Qualitative Study of Cultural Representation in Hmong and Non-Hmong American Books

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    This study examined the type of cultural practices and values depicted within Hmong American children’s books in comparison to non-Hmong American children’s books from the United States. The purpose was to explore if prior Hmong traditional practices and values reflective of American individualism would extend to Hmong children’s books. Thirty best-seller children’s books were coded using two checklists, one focused on Hmong traditional practices and the other on American values. Results showed that Hmong traditional practices underscored by Hmong adolescents in prior research somewhat extended to Hmong children’s books. Moreover, in some respects Hmong children’s books displayed similar numbers of American values as did American children’s books. This study expanded the ethnic-racial socialization literature to an understudied population, the Hmong. In addition, the study provides parents and public educators insights into the cultural practices and values presented within Hmong children’s books

    Storytelling, Folktales and the Comic Book Format

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    The reading process in comics is an extension of text. In text alone the process of reading involves word-to-image conversion. Comics accelerate that by providing the image. When properly executed, it goes beyond conversion and speed and becomes a seamless whole. In every sense, this misnamed form of reading is entitled to be regarded as literature because the images are employed as a language. There is a recognizable relationship to the iconography and pictographs of oriental writing. When this language is employed as a conveyance of ideas and information, it separates itself from mindless visual entertainment. This makes comics a storytelling medium

    BILINGUALISM AND THE MAINTENANCE OF THE MOTHER TONGUE IN MULTILINGUAL SINGAPORE

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    Two issues have been identified that act against the development of a strong bilingual and biliteracy proficiency among pupils in Singapore schools: 1. English is perceived as having a much higher status than the Mother Tongue (MT) and the language in which success is primarily measured given its primacy as the language of instruction in all subjects except the MT. Consequently, children’s use of their MT has been observed to decline in favour of English; 2. English and the MT are taught in effect as a form of double monolingualism, in watertight compartments, with no opportunity for bilingual learning or reflection in class on the relationship between the two languages. This artificially blocks pupils’ access to the other language and prevents the development of a more robust bilingual. In this presentation, I will describe the ways in which the MT is maintained in Singapore, and in particular focus on the research that has recently been completed on the use of dual language books to rejuvenate the interest and ability to read in Malay in bilingual Malay children

    An observational study of children interacting with an augmented story book

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    We present findings of an observational study investigating how young children interact with augmented reality story books. Children aged between 6 and 7 read and interacted with one of two story books aimed at early literacy education. The books pages were augmented using animated virtual 3D characters, sound, and interactive tasks. Introducing novel media to young children requires system and story designers to consider not only technological issues but also questions arising from story design and the design of interactive sequences. We discuss findings of our study and implications regarding the implementation of augmented story books
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