JPM and NM contributed equally to this submission.
Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era
Article first published online: 16 AUG 2013
© 2013 The Authors. Journal Compilation © 2013 International Mind, Brain, and Education Society and Blackwell Publishing, Inc.
Mind, Brain, and Education
Volume 7, Issue 3, pages 200–211, September 2013
How to Cite
Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M. and Collins, M. F. (2013), Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era. Mind, Brain, and Education, 7: 200–211. doi: 10.1111/mbe.12028
- Issue published online: 16 AUG 2013
- Article first published online: 16 AUG 2013
Early experiences with books predict later reading success, and an interactive shared reading style called “dialogic reading” is especially beneficial to emergent literacy. Electronic console (EC) books, CD-rom books, and e-book apps are designed to teach preschoolers preliteracy skills, but research has yet to systematically explore the impact of these types of books on established predictors of positive literacy outcomes. This research fills that gap with two studies investigating dialogic language and children's story comprehension in a total of 165 parent–child dyads reading battery-operated, touch-sensitive children's electronic console books or traditional books. Results revealed that parent–child dialogic reading and children's story comprehension were both negatively affected by the presence of electronic features. Ways in which e-books may be altered to better serve as educational tools in this new era are discussed.