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Title:      EXPLORING THE RELATIONSHIP BETWEEN KINDERGARTENERS’ BUDDY READING AND INDIVIDUAL COMPREHENSION OF MULTIMODAL DIGITAL TEXTS
Author(s):      X. Christine Wang, Tanya Christ and Ming Ming Chiu
ISBN:      978-989-8533-81-4
Editors:      Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías
Year:      2018
Edition:      Single
Keywords:      Literacy, Early Childhood, Reading
Type:      Short Paper
First Page:      383
Last Page:      386
Language:      English
Cover:      cover          
Full Contents:      click to dowload Download
Paper Abstract:      To understand young children’s experience with multimodal digital texts, we investigated how 53 kindergarteners’ (ages 5-6) buddy reading behaviors (reading mode selection, sequential/non-sequential reading, hotspot use, use of modalities, use of monitoring) were related to their individual comprehension outcomes (prompted retelling, inference/critical- thinking, depth of target vocabulary knowledge) while reading app books. Multivariate mixed response analysis yielded these findings: (1) Buddy monitoring behaviors (e.g., ask questions, draw attention to book content, debate, or negotiate) were associated with higher vocabulary scores as well as higher inferences/critical thinking scores
   

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