Influence of children’s engagement and book format on emergent literacy skills
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Conference Paper not in Proceedings
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Presented
Recommended form of citation (APA)
Kappeler Suter, S., Quiring, J., Heuss, E., & Pfannes, K. (2025, August 25-29). Influence of children’s engagement and book format on emergent literacy skills [Conference Presentation - Symposium]. EARLI, Graz, Austria.
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metadata only (bibliographisch)
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Frühe Bildung 0 bis 8
Fields of Science and Technology (OECD)
Educational sciences
Psychology
Abstract
As many studies have shown, engaging children in dialogic reading helps them to develop emergent literacy skills (e.g. Flack, Field & Horst, 2018). It is particularly beneficial if the child is actively involved in reading picture books and telling stories (Bus, van Ijzendoorn & Pellegrini, 1995; Whitehurst, Arnold, et al., 1994). Dialogic reading can be implemented using any book or picture - as well as digital applications (picture book apps). The intensity of the engagement during the observation is emphasised as relevant. Children who show active and enthusiastic engagement in learning tasks demonstrate better school readiness skills (Turnbull et al., 2024).
Studies on the relationship between book format and child engagement reported mixed results. While some studies describe higher engagement when reading picture book apps (e.g. Lauricella, Barr and Calvert, 2014; Moody, Justice and Cabell, 2010), Clinton-Lisell et al. (2024) were unable to find a connection between the book format and children's engagement in a meta-analysis. However, if the digital picture books are enriched with technical enhancements such as interactive elements, they appear to elicit stronger behavioural engagement or more frequent emotional reactions from children (Clinton-Lisell et al., 2024).
The effects of apps with embedded interactive elements on children's learning outcomes are mixed. While some studies found that digital picture books can enhance vocabulary acquisition (Strouse & Ganea, 2017; Takacs et al., 2014, 2015), others reported no significant differences in learning outcomes when apps or print books were used (Lauricella, Barr & Calvert, 2014; Cubelic, 2013; Richter & Courage, 2017), or even poorer results for books with interactive elements (Krcmar and Cingel, 2014; Parish-Morris et al., 2013). Strouse and Ganea (2017) showed, that children's participation and attention moderated learning success, suggesting that apps could support children's learning through attention and participation.
However, some research indicated poorer comprehension for interactive e-books compared to print versions (Krcmar & Cingel, 2014; Parish-Morris et al., 2013), with Krcmar and Cingel (2014) suggesting that lower interaction quality may contribute to this outcome. Although increased attention and engagement were observed among children using apps (Lauricella et al., 2014), these factors did not lead to improved story comprehension.
Based on the so far inconclusive findings described above, this presentation aims at shedding light on the relationship between picture book formats (print books vs. Apps), children’s engagement during a picture book sessions and emergent literacy skills (vocabulary learning and story comprehension). In the overarching research project, other factors are also examined such as interaction quality or adults’ language fostering skills.
For the full project,159 preservice teachers are reading either a print book or an app with two different types of embedded elements (hotspots; hotspots + games) with a child aged four to five. These dialogic reading interactions are video graphed. Video recordings are analysed in regards of interaction quality as well as child’s engagement. At child level, story comprehension is recorded and the learning gain in terms of vocabulary is measured with a pre- and a post-test. In addition, students' knowledge of language promotion and children’s characteristics (linguistic prerequisites, executive functions, experience with digital media) are assessed.
This presentation introduces a 5-level scale for assessing children's engagement. The scale comprises 4 dimensions each defined by 2 markers. Differences to other scoring systems such as the Minnesota Teaching Task (MTT) (National Institute of Child Health and Development; see Egeland et al., 1995), the Children's Orientation to Book Reading (COB) scale (Kaderavek & Hunt, 2009) and inCLASS (Downer et al., 2010) are described. Interrater reliability is recorded based on the rating of a sub-sample.
A method based on Smeets & Bus (2014) is chosen to assess productive vocabulary, which has been used in several studies and shows good reliability values (Smeets & Bus, 2012; Verhallen et al., 2006; Verhallen & Bus, 2010). Children are asked to complete sentences with the target word while images of respective scenes are presented. To assess receptive vocabulary, children are given a word one at a time, and for each word, three images are presented from which they select the correct one. A total score is calculated.
For assessing story comprehension, questions were selected based on an approach developed and validated by Collins (1970). The nature of questions and method of collection is based on the broad-based method used by Smeets & Bus (2014), which has been used in a similar form in other studies to capture story comprehension (Ricci & Beal, 2002; Segers et al., 2004; Shamir et al., 2008). Items consist of open ended questions about events of the story. If questions are answered incorrectly, four possible answers are offered. A total score is calculated.
Data will be collected until December 2025. Preliminary results from about 90 participating duos will be used to analyse and discuss the relationship between children's engagement, the media format and emerging literacy skills. The role of engagement is discussed using the offer-and-use model by Helmke (2012) adapted for dialogic reading as a theoretical framework. The gained insights into a controversial topic can be used to empirically reason the advantages and disadvantages of picture book apps.
Studies on the relationship between book format and child engagement reported mixed results. While some studies describe higher engagement when reading picture book apps (e.g. Lauricella, Barr and Calvert, 2014; Moody, Justice and Cabell, 2010), Clinton-Lisell et al. (2024) were unable to find a connection between the book format and children's engagement in a meta-analysis. However, if the digital picture books are enriched with technical enhancements such as interactive elements, they appear to elicit stronger behavioural engagement or more frequent emotional reactions from children (Clinton-Lisell et al., 2024).
The effects of apps with embedded interactive elements on children's learning outcomes are mixed. While some studies found that digital picture books can enhance vocabulary acquisition (Strouse & Ganea, 2017; Takacs et al., 2014, 2015), others reported no significant differences in learning outcomes when apps or print books were used (Lauricella, Barr & Calvert, 2014; Cubelic, 2013; Richter & Courage, 2017), or even poorer results for books with interactive elements (Krcmar and Cingel, 2014; Parish-Morris et al., 2013). Strouse and Ganea (2017) showed, that children's participation and attention moderated learning success, suggesting that apps could support children's learning through attention and participation.
However, some research indicated poorer comprehension for interactive e-books compared to print versions (Krcmar & Cingel, 2014; Parish-Morris et al., 2013), with Krcmar and Cingel (2014) suggesting that lower interaction quality may contribute to this outcome. Although increased attention and engagement were observed among children using apps (Lauricella et al., 2014), these factors did not lead to improved story comprehension.
Based on the so far inconclusive findings described above, this presentation aims at shedding light on the relationship between picture book formats (print books vs. Apps), children’s engagement during a picture book sessions and emergent literacy skills (vocabulary learning and story comprehension). In the overarching research project, other factors are also examined such as interaction quality or adults’ language fostering skills.
For the full project,159 preservice teachers are reading either a print book or an app with two different types of embedded elements (hotspots; hotspots + games) with a child aged four to five. These dialogic reading interactions are video graphed. Video recordings are analysed in regards of interaction quality as well as child’s engagement. At child level, story comprehension is recorded and the learning gain in terms of vocabulary is measured with a pre- and a post-test. In addition, students' knowledge of language promotion and children’s characteristics (linguistic prerequisites, executive functions, experience with digital media) are assessed.
This presentation introduces a 5-level scale for assessing children's engagement. The scale comprises 4 dimensions each defined by 2 markers. Differences to other scoring systems such as the Minnesota Teaching Task (MTT) (National Institute of Child Health and Development; see Egeland et al., 1995), the Children's Orientation to Book Reading (COB) scale (Kaderavek & Hunt, 2009) and inCLASS (Downer et al., 2010) are described. Interrater reliability is recorded based on the rating of a sub-sample.
A method based on Smeets & Bus (2014) is chosen to assess productive vocabulary, which has been used in several studies and shows good reliability values (Smeets & Bus, 2012; Verhallen et al., 2006; Verhallen & Bus, 2010). Children are asked to complete sentences with the target word while images of respective scenes are presented. To assess receptive vocabulary, children are given a word one at a time, and for each word, three images are presented from which they select the correct one. A total score is calculated.
For assessing story comprehension, questions were selected based on an approach developed and validated by Collins (1970). The nature of questions and method of collection is based on the broad-based method used by Smeets & Bus (2014), which has been used in a similar form in other studies to capture story comprehension (Ricci & Beal, 2002; Segers et al., 2004; Shamir et al., 2008). Items consist of open ended questions about events of the story. If questions are answered incorrectly, four possible answers are offered. A total score is calculated.
Data will be collected until December 2025. Preliminary results from about 90 participating duos will be used to analyse and discuss the relationship between children's engagement, the media format and emerging literacy skills. The role of engagement is discussed using the offer-and-use model by Helmke (2012) adapted for dialogic reading as a theoretical framework. The gained insights into a controversial topic can be used to empirically reason the advantages and disadvantages of picture book apps.
| Name of the event | Conference Host | Place of the event | Start date of the event | End date of the event |
EARLI conference "Realising Potentials through Education: Shaping the Minds and Brains for the Future" | EARLI | University of Graz, Austria | August 25, 2025 | August 29, 2025 |
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