The Effects of an Enhanced eBook on Parent Dialogic Reading Behaviors
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Vanderbilt University
Abstract
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Children’s reading experiences have changed due to the increasing use of new digital media, such as eBooks. However, it is important for parents to actively engage with their child during reading no matter the medium. This can be done by prompting children to think more deeply about and discuss the content, for instance. One method to encourage active parent-child engagement that may be effective is dialogic reading. Using the mnemonic PEER to structure the interaction (prompt, evaluate, expand, and recall), and CROWD (for different kinds of prompts: completion, recall, open ended, wh- prompts, and distancing), this technique, developed by Whitehurst and colleagues, teaches parents to use open-ended questions and conversation prompts to structure their shared reading interactions and promote children’s language development. The current study examined how much parents learn these strategies from being exposed to a dialogic reading character who modeled these strategies in a narrated eBook they used with their 3- and 4-year-old children over a two-week period. After this experience, parents applied the dialogic reading techniques when reading a different eBook and print book. This paper also discusses future directions for this type of research. This paper was conducted for the course, Honors Thesis (PSY-PC 4999) under the mentorship of Dr. Georgene Troseth.
Keywords
Dialogic Reading, eBooks, joint media engagement