Read Kirsten, Harrison Hayley, Mireku Brianna, Ying Katrina
Department of Psychology, Santa Clara University, Santa Clara, CA, United States.
Front Psychol. 2023 Jul 27;14:1212173. doi: 10.3389/fpsyg.2023.1212173. eCollection 2023.
Screen mediated shared reading (SMSR), which involves an adult reading a child a book through video-chat, is a recent development in shared reading. In this study, we investigated whether, as in in-person shared reading, children could learn new words from SMSR, and whether having a physical copy of the book to follow along with impacted children's novel word retention and engagement in this setting.
Three- to 5-year-old participants ( = 34) were read an 8-page rhyming, "Meet the Friendly Monsters" story by a researcher over Zoom, via screen sharing an e-version of the story used in previous studies. Participants were randomly assigned to one of two conditions: SMSR with or without a paper copy of the book to follow along with. The session was recorded to measure children's engagement behaviors during the reading. Novel word learning from the story was measured with both a multiple choice identification test and a monster naming test, both administered immediately after the initial reading, then re-administered 10-14 days later. Engagement during the SMSR sessions was measured every 30-s on a scale of 1 (low engagement) to 5 (high engagement), and then averaged for each child.
Results show that children overall performed slightly above chance on novel monster name retention from the SMSR. However, retention was not as strong as seen in other in-person shared reading studies using the same story. Additionally, while children remembered monster names with equal efficacy regardless of condition and level of engagement, there were still qualitative differences in the reading sessions depending on whether children had their own paper copy of the book to follow along with - in general, the 'with book' condition appeared to the challenges posed to children's attention during SMSR, potentially making the word learning task more difficult.
The findings of this study have implications for how to approach shared reading with young children in new contexts with the use of emerging technology. We raise future research questions for a better understanding of best practices for screen mediated shared reading.
屏幕介导的共享阅读（SMSR）是共享阅读领域的一项新发展，它是指成年人通过视频聊天给孩子读一本书。在本研究中，我们调查了儿童是否能像在面对面共享阅读中一样，从屏幕介导的共享阅读中学到新单词，以及在这种情况下，有一本实体书跟着阅读是否会影响儿童对新单词的记忆和参与度。
3至5岁的参与者（n = 34）通过Zoom平台，由一名研究人员通过屏幕共享之前研究中使用的故事电子版，阅读一个8页的押韵故事《遇见友好的怪物》。参与者被随机分配到两个条件之一：有或没有实体书跟着阅读的屏幕介导的共享阅读。阅读过程被录制下来，以测量儿童在阅读过程中的参与行为。通过多项选择题识别测试和怪物命名测试来测量从故事中学到的新单词，这两项测试均在初次阅读后立即进行，然后在10 - 14天后重新进行。屏幕介导的共享阅读过程中的参与度每30秒进行一次测量，范围从1（低参与度）到5（高参与度），然后计算每个孩子的平均值。
结果表明，儿童在屏幕介导的共享阅读中对新怪物名字的记忆总体上略高于随机水平。然而，记忆效果不如使用相同故事的其他面对面共享阅读研究中那么好。此外，尽管无论条件和参与度水平如何，儿童记住怪物名字的效果相同，但根据儿童是否有自己的实体书跟着阅读，阅读过程中仍存在质的差异——总体而言，“有书”条件似乎增加了屏幕介导的共享阅读过程中对儿童注意力的挑战，可能使单词学习任务更加困难。
本研究的结果对如何在新环境中利用新兴技术与幼儿进行共享阅读具有启示意义。我们提出了未来的研究问题，以便更好地理解屏幕介导的共享阅读的最佳实践。
