This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies ...reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.
Different from the visual attention of typically developing (TD) children, children with autism spectrum disorder (ASD) have the tendency to pay attention to parts rather than the whole of objects. ...Hence, the pictures in a typical story-based picture book, which usually contains various objects and elements, may appear distracting and discomforting for children with ASD. By recruiting 4–6-year-old ASD and TD children (N = 40) to participate in an eye-tracking experiment, this study examined participants’ visual attention on a typical children’s picture book and four other researcher-designed picture books that are simplified in composition and types of elements. Results from between-group comparisons indicated children with ASD had significantly fewer fixation counts and shorter total fixation durations when reading the story-based picture book than TD children. Significant within-group differences were also identified comparing the ASD participants’ reading of the story-based and the researcher-made picture books. However, the viewing behaviours of the ASD and TD groups when reading the researcher-designed books were much more similar. Discussion of the visual characteristics and practical implications for educators to effectively design picture books were offered.
Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta‐analyses using robust variance estimation ...modeling on results from 19 RCTs (Ntotal = 2,594; Mchildage = 1–6 years). Overall, book‐sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book‐sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta‐analysis confirms the promise of book‐sharing interventions for enhancing and accelerating child language development.
The current study aimed to explore the effects of interactive read-aloud with children's picture books on third-grade elementary school students' financial literacy attitude and behavior. A ...pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.
Chinese original picture books play an important role in inheriting traditional culture and forming cultural identity, which is very important for children. We analyzes the dissatisfaction evaluation ...of Chinese original picture books by using the topic model of Latent Dirichlet Allocation (LDA). It is found that the dissatisfaction of consumers mainly focuses on smell, AR function, preaching, quality, picture, content, painting style and so on. In the future, we should take quality as the bottom line, focus on the content creation, and carry out integrated marketing through social media.
Starting with Booksart Hovance, Julia L
School Arts,
09/2022, Letnik:
122, Številka:
1
Journal Article, Trade Publication Article
Hovanec discusses the Booksart kits which she started at her son's school. She states that she had the idea as an art teacher to volunteer at her son's school and read a picture book, then create an ...art project that extends the book's message. She set to work and delighted in making "Booksart" kits. It's a name that's special to her because her mother came up with it. She shared the kits with her son's class, and since then, she's been known as the "Book Lady." The visual art lessons started with a book as the hook and taught students about art and life. Picture books are chock-full of universal truths and metaphors. They make perfect hooks and, when coupled with a contemporary artist, have the potential to teach learners young and old what it means to be human while reinforcing other interdisciplinary concepts and techniques.
Young children learn language from the speech they hear. Previous work suggests that greater statistical diversity of words and of linguistic contexts is associated with better language outcomes. One ...potential source of lexical diversity is the text of picture books that caregivers read aloud to children. Many parents begin reading to their children shortly after birth, so this is potentially an important source of linguistic input for many children. We constructed a corpus of 100 children's picture books and compared word type and token counts in that sample and a matched sample of child-directed speech. Overall, the picture books contained more unique word types than the child-directed speech. Further, individual picture books generally contained more unique word types than length-matched, child-directed conversations. The text of picture books may be an important source of vocabulary for young children, and these findings suggest a mechanism that underlies the language benefits associated with reading to children.
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