Computerized Electronic Features Direct Children's Attention to Print in Single- and Dual-Language e-Books

Autor/inn/en	Yow, W. Quin; Priyashri, Sridhar
Titel	Computerized Electronic Features Direct Children's Attention to Print in Single- and Dual-Language e-Books
Quelle	In: AERA Open, 5 (2019) 3, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yow, W. Quin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Books; Printed Materials; Electronic Publishing; Cues; Second Language Learning; Native Language; Language Dominance; Bilingual Instructional Materials; Cognitive Processes; Cognitive Ability; Multimedia Materials; Audio Equipment; Eye Movements; Mandarin Chinese; English (Second Language); Attention; Visual Stimuli; Emergent Literacy; Preschool Children; Bilingual Education; Reading Tests; Reading Comprehension; Foreign Countries; Word Recognition; Singapore + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Elektronisches Publizieren; Stichwort; Zweitsprachenerwerb; Sprachliche Dominanz; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Audio-CD; Augenbewegung; English as second language; English; Second Language; Englisch als Zweitsprache; Aufmerksamkeit; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingual teaching; Bilingualer Unterricht; Lesetest; Leseverstehen; Ausland; Worterkennung; Singapur
Abstract	There has been a rapid proliferation of electronic books in recent years. Given that dual-language books may impose extra cognitive load on children's information processing capacity, we investigated whether multimedia features in e-books (i.e., audio narration and tracking animation) were effective in directing preschoolers' attention to print in the target language. Seventy-one English-and-Mandarin speaking 4- to 6-year-olds were presented with single-language and dual-language e-books (with and without enhancing features) on a computer fitted with an eye tracker to read independently. Children attended more to their dominant language text than the other when reading dual-language texts silently but comparably in single-language texts. Most importantly, enhancing electronic features with synchronized dual-channel (visual and audio) inputs and attention-guiding cues effectively directed children's attention to print in both their dominant and nondominant languages. These findings provide important implications on how computerized electronic books affect children's attention to print and in turn support the development of children's emergent literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01