Learning Outcomes
Analysis of Teacher–Child Behaviors With Print and Digital Books
What Happens Before Book Reading Starts? An Analysis of Teacher–Child Interactions
Frontiers · 2020-11-12
Summary
This study investigates teacher-child interactions before the start of reading sessions with both print and digital books, focusing on how preparatory behaviors influence engagement and comprehension.
Key Findings
Interaction Differences:
Teachers were more likely to engage in discussions about cover illustrations, titles, and predictions with print books.
With digital books, interactions centered more on technical setup and navigation.
Engagement Levels:
Children showed higher engagement during print book sessions when teachers initiated discussions about story content beforehand.
Digital books led to fragmented engagement due to the need for troubleshooting or navigating features.
Teacher Preparation:
Well-prepared teachers who minimized technical interruptions during digital sessions maintained higher engagement levels among children.
The chart compares engagement levels across print and digital book sessions, highlighting the role of pre-reading discussions and technical interruptions.
Participants: 100 teacher-child pairs, with children aged 5–7.
Methodology: Observations and video recordings of teacher-child interactions before reading sessions. Engagement and comprehension were assessed through observational scoring and post-reading quizzes.
Implications:
Teachers can enhance children's engagement and comprehension by focusing on story content during pre-reading discussions, regardless of medium. For digital books, ensuring technical fluency beforehand is essential to maintain focus on the story.
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