Gaudreau Caroline, King Yemimah A, Dore Rebecca A, Puttre Hannah, Nichols Deborah, Hirsh-Pasek Kathy, Golinkoff Roberta Michnick
College of Education and Human Development, University of Delaware, Newark, DE, United States.
Human Development and Family Studies, Purdue University, West Lafayette, IN, United States.
Front Psychol. 2020 Sep 3;11:2158. doi: 10.3389/fpsyg.2020.02158. eCollection 2020.
During the unprecedented coronavirus disease (COVID-19) crisis, virtual education activities have become more prevalent than ever. One activity that many families have incorporated into their routines while at home is virtual storytime, with teachers, grandparents, and other remote adults reading books to children over video chat. The current study asks how dialogic reading over video chat compares to more traditional forms of book reading in promoting story comprehension and vocabulary learning. Fifty-eight 4-year-olds ( = 52.7, = 4.04, 31 girls) were randomly assigned to one of three conditions (Video chat, Live, and Prerecorded). Across conditions, children were read the same narrative storybook by a female experimenter who used the same 10 scripted dialogic reading prompts during book reading. In the ( = 21) and ( = 18), the experimenter gave the scripted prompts and interacted naturally and , responding in a timely, relevant manner to children's behaviors. In the ( = 19), children viewed a video of an experimenter reading the book. The Prerecorded condition was ; the reader posed questions and paused for a set period of time as if to wait for a child's response. After reading, children completed measures of vocabulary and comprehension. Results revealed no differences between conditions across six different outcome measures, suggesting that children comprehended and learned from the story similarly across book formats. Further, children in the three experimental conditions scored significantly higher on measures than children in a fourth condition (control) who had never read the book, confirming that children learned from the three different book formats. However, children were more responsive to the prompts in the and conditions than the condition, suggesting that children recognized that these interactions were contingent with their responses, a feature that was lacking in the condition. Results indicate that children can comprehend books over video chat, suggesting that this technology is a viable option for reading to children, especially during the current pandemic.
在前所未有的冠状病毒病（COVID-19）危机期间，虚拟教育活动比以往任何时候都更加普遍。许多家庭在家中日常活动中纳入的一项活动是虚拟故事时间，教师、祖父母和其他远程成年人通过视频聊天给孩子们读书。当前的研究探讨了通过视频聊天进行的对话式阅读与更传统的读书形式相比，在促进故事理解和词汇学习方面的情况。58名4岁儿童（平均年龄=52.7个月，标准差=4.04个月，31名女孩）被随机分配到三种条件之一（视频聊天、现场阅读和预录制）。在所有条件下，一名女性实验者给孩子们读同一本叙事故事书，在读书过程中使用相同的10个脚本化对话式阅读提示。在视频聊天组（n=21）和现场阅读组（n=18）中，实验者给出脚本化提示并自然互动，及时、相关地回应孩子们的行为。在预录制组（n=19）中，孩子们观看了一名实验者读书的视频。预录制条件是标准化的；阅读者提出问题并停顿一段固定时间，好像在等待孩子的回应。读完后，孩子们完成了词汇和理解测试。结果显示，在六项不同的结果测量中，各条件之间没有差异，这表明孩子们从不同书籍形式中对故事的理解和学习情况相似。此外，三个实验条件下的孩子在测试中的得分显著高于第四个条件（对照组）中从未读过这本书的孩子，证实孩子们从三种不同的书籍形式中学到了东西。然而，与预录制条件相比，孩子们对视频聊天组和现场阅读组的提示反应更积极，这表明孩子们认识到这些互动与他们的回应相关，而预录制条件缺乏这一特点。结果表明，孩子们可以通过视频聊天理解书籍，这表明这项技术是给孩子们读书的一个可行选择，尤其是在当前的疫情期间。
