ERIC Number: EJ1085554
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Their Teacher Can't Be an App: Preschoolers' Listening Comprehension of Digital Storybooks
Paciga, Kathleen A.
Journal of Early Childhood Literacy, v15 n4 p473-509 Dec 2015
This study sought to determine the relationship among student- and task-level variables at play in the digital storybook listening experiences of 130 English-speaking preschoolers at risk of reading failure. Specifically, this study investigated the relationship among the (1) features of computer-based electronic storybooks, (2) preschoolers' competency in the task environment, and (3) preschoolers' background knowledge with respect to listening comprehension outcomes following a single digital storybook listening experience. The results indicate significant and strong relationships among the three variables under investigation and their consequent understanding of the digital storybook (i.e. explicit and implicit/inferential content related to the plot). The preschoolers' topic knowledge was the best predictor of comprehension. In addition, the interaction between the features of the e-book and the preschoolers' competency in the task environment also significantly predicted the outcome.
Descriptors: Preschool Children, Listening Comprehension, Story Reading, Picture Books, Electronic Publishing, Computer Uses in Education, At Risk Students, Reading Failure, Predictor Variables, Multimedia Materials, Urban Schools, Scores, Statistical Analysis, Correlation, Multiple Regression Analysis, Verbal Ability, Intelligence Tests, Vocabulary
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test