Rights statement: This is the author’s version of a work that was accepted for publication in International Journal of Child-Computer Interaction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Child-Computer Interaction, 30, 2021 DOI: 10.1016/j.ijcci.2020.100239
Accepted author manuscript, 439 KB, PDF document
Available under license: CC BY-NC-ND
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - “The girl who wants to fly”
T2 - Exploring the role of digital technology in enhancing dialogic reading
AU - Rubegni, E.
AU - Dore, R.
AU - Landoni, M.
AU - Kan, L.
N1 - This is the author’s version of a work that was accepted for publication in International Journal of Child-Computer Interaction. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in International Journal of Child-Computer Interaction, 30, 2021 DOI: 10.1016/j.ijcci.2020.100239
PY - 2021/12/31
Y1 - 2021/12/31
N2 - Research suggests that dialogic reading and wordless picture books may improve narrative production and comprehension leading to better school readiness. We aim to understand children's experiences using a wordless picture book scaffolded by audio prompts. We designed, implemented and assessed the Spring-a-story web app with 35 children aged 3 to 6 in a socio-economically-disadvantaged area in the UK. We sought to comprehend to what extent the application supports children in creating a narrative, and which type of prompts (basic dialogic reading and theory of mind prompts) better support their meaningful responses. Initial findings suggest how children were able to respond meaningfully to prompts and reported high levels of enjoyment of the activity. Furthermore, theory of mind prompts resulted in a marginally higher percentage of meaningful responses and theory of mind language compared to basic dialogic reading prompts. Study outcomes helped to delineate the design space that we shaped into six design challenges that aim to inform the community and guide the future design of tools to support children in independent dialogic reading of wordless picture e-books.
AB - Research suggests that dialogic reading and wordless picture books may improve narrative production and comprehension leading to better school readiness. We aim to understand children's experiences using a wordless picture book scaffolded by audio prompts. We designed, implemented and assessed the Spring-a-story web app with 35 children aged 3 to 6 in a socio-economically-disadvantaged area in the UK. We sought to comprehend to what extent the application supports children in creating a narrative, and which type of prompts (basic dialogic reading and theory of mind prompts) better support their meaningful responses. Initial findings suggest how children were able to respond meaningfully to prompts and reported high levels of enjoyment of the activity. Furthermore, theory of mind prompts resulted in a marginally higher percentage of meaningful responses and theory of mind language compared to basic dialogic reading prompts. Study outcomes helped to delineate the design space that we shaped into six design challenges that aim to inform the community and guide the future design of tools to support children in independent dialogic reading of wordless picture e-books.
KW - Children–Computer Interaction
KW - co-reading
KW - Dialogic reading
KW - e-book
KW - Theory of mind
U2 - 10.1016/j.ijcci.2020.100239
DO - 10.1016/j.ijcci.2020.100239
M3 - Journal article
VL - 30
JO - International Journal of Child-Computer Interaction
JF - International Journal of Child-Computer Interaction
SN - 2212-8689
M1 - 100239
ER -