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Title:
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EXPLORING THE RELATIONSHIP BETWEEN KINDERGARTENERS BUDDY READING AND INDIVIDUAL COMPREHENSION OF MULTIMODAL DIGITAL TEXTS |
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Author(s):
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X. Christine Wang, Tanya Christ and Ming Ming Chiu |
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ISBN:
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978-989-8533-81-4 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2018 |
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Edition:
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Single |
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Keywords:
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Literacy, Early Childhood, Reading |
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Type:
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Short Paper |
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First Page:
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383 |
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Last Page:
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386 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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To understand young childrens 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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