Measuring Executive Functions. The Potential of Digital Apps for Dialogic Reading PoDiA
Resource type
Conference Paper not in Proceedings
Status
Presented
Recommended form of citation (APA)
Kappeler Suter, S., Quiring, J., Heuss, E., & Pfannes, K. (2024, July 10). Measuring Executive Functions. The Potential of Digital Apps for Dialogic Reading PoDiA [Conference Presentation - Symposium]. EARLI SIG5 and SIG28, Warsaw, Poland.
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All rights reserved
Proforis OA-status
metadata only (bibliographisch)
Topic PHSG
Frühe Bildung 0 bis 8
Fields of Science and Technology (OECD)
Educational sciences
Abstract
Dialogic reading, where children's contributions in picture book reading are encouraged, positively affects emergent literacy skills, as shown in studies (e.g., Flack, Field & Horst, 2018). Picture books, available as printed books and interactive apps with elements like hotspots or games, have been studied for their impact on adult-child interaction and children’s literacy skills, with mixed results (e.g., Christ, Wang, Chiu & Cho, 2019). Additionally, the adult's and child's characteristics, such as executive functions, influence outcomes (Richter & Courage, 2017).
A research project investigates how picture book format and app elements affect interactions between adults and children aged 4-5, the children's literacy skills and the extent to which children's characteristics, such as executive functions, influence the outcome.
159 teacher training college students conduct assessments with 4- or 5-year-olds, including a picture book session. They are randomly assigned to use printed books or apps. Executive functions are measured with three behavioral tests on working memory, inhibition, and cognitive flexibility (Miyake et al., 2000).
The contribution will introduce the project and an offer-and-use model by Helmke (2012) adapted for dialogic reading as a theoretical framework. The research instruments used to measure executive functions will then be explained in more detail and preliminary results will be discussed.
A research project investigates how picture book format and app elements affect interactions between adults and children aged 4-5, the children's literacy skills and the extent to which children's characteristics, such as executive functions, influence the outcome.
159 teacher training college students conduct assessments with 4- or 5-year-olds, including a picture book session. They are randomly assigned to use printed books or apps. Executive functions are measured with three behavioral tests on working memory, inhibition, and cognitive flexibility (Miyake et al., 2000).
The contribution will introduce the project and an offer-and-use model by Helmke (2012) adapted for dialogic reading as a theoretical framework. The research instruments used to measure executive functions will then be explained in more detail and preliminary results will be discussed.
| Name of the event | Conference Host | Place of the event | Start date of the event | End date of the event |
EARLI SIG5 and SIG28 conference 2024 | EARLI SIG5 & SIG28 | University of Warsaw, Poland | July 9, 2024 | July 12, 2024 |
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metadata only (bibliographisch)
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All rights reserved
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