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Early Child Development and Care Volume 188, 2018 - Issue 8
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Articles

Young children’s buddy reading with multimodal app books: reading patterns and characteristics of readers, texts, and contexts

Tanya ChristReading and Language Arts, Oakland University, Rochester, MI, USACorrespondence[email protected]
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,
X. Christine WangLearning and Instruction, State University of New York at Buffalo, Buffalo, NY, USAView further author information
&
Ersoy ErdemirEarly Childhood Education, Bogazici University, Istanbul, TurkeyView further author information
Pages 1012-1030 | Received 30 Aug 2016, Accepted 23 Sep 2016, Published online: 19 Oct 2016

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Read on this site (5)

Fatma Burcu Topu, Rabia Meryem Yılmaz & Ayşegül Takkaç Tulgar. (2023) An Examination of Pre-School Children's Interaction Levels and Motivation in Learning English with AR-Supported Educational Toys. International Journal of Human–Computer Interaction 39:20, pages 4024-4041.
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Aijuan Cun. (2022) Interactive Digital Book Reading in Families with Refugee Backgrounds. Journal of Research in Childhood Education 36:4, pages 648-662.
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Ersoy Erdemir & Janina Brutt-Griffler. (2022) Vocabulary Development Through Peer Interactions in Early Childhood: A Case Study of an Emergent Bilingual Child in Preschool. International Journal of Bilingual Education and Bilingualism 25:3, pages 834-865.
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Rabia Meryem Yilmaz, Fatma Burcu Topu & Ayşegül Takkaç Tulgar. (2022) An examination of the studies on foreign language teaching in pre-school education: a bibliometric mapping analysis. Computer Assisted Language Learning 35:3, pages 270-293.
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Michelle M. Neumann. (2020) Teacher Scaffolding of Preschoolers’ Shared Reading With a Storybook App and a Printed Book. Journal of Research in Childhood Education 34:3, pages 367-384.
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Articles from other publishers (11)

Sylvia Liu, Barry Lee Reynolds, Nathan Thomas & Ali Soyoof. (2024) The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills: A Systematic Review. SAGE Open 14:1.
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Fatma Burcu Topu, Rabia Meryem Yilmaz & Ayşegül Takkaç Tulgar. (2023) The effects of using augmented reality on vocabulary learning and attitude of pre-school children in English education. Education and Information Technologies.
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Sung Hee Lee & Aja McKee. (2023) Reading ebooks and printed books with parents: A case study of children with autism spectrum disorders. Autism & Developmental Language Impairments 8, pages 239694152311685.
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Rabia Meryem Yilmaz, Fatma Burcu Topu & Ayşegül Takkaç Tulgar. (2022) An examination of vocabulary learning and retention levels of pre-school children using augmented reality technology in English language learning. Education and Information Technologies 27:5, pages 6989-7017.
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Yuko Goto Butler. (2022) Learning through digital technologies among pre-primary school children. Language Teaching for Young Learners 4:1, pages 30-65.
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Marilena Savva, Steve Higgins & Nadin Beckmann. (2021) Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2 . Journal of Computer Assisted Learning 38:2, pages 526-564.
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Natalia Kucirkova. (2019) Socio-material directions for developing empirical research on children’s e-reading: A systematic review and thematic synthesis of the literature across disciplines. Journal of Early Childhood Literacy 21:1, pages 148-174.
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Wilson Ozuem, Kerry E. Howell & Geoff Lancaster. (2019) The impact of digital books on marketing communications. Journal of Retailing and Consumer Services 50, pages 131-137.
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X. Christine Wang, Tanya Christ, Ming Ming Chiu & Ekaterina Strekalova-Hughes. (2019) Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books. AERA Open 5:3, pages 233285841986934.
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Tanya Christ, X. Christine Wang, Ming Ming Chiu & Ekaterina Strekalova-Hughes. (2019) How App Books’ Affordances Are Related to Young Children’s Reading Behaviors and Outcomes. AERA Open 5:2, pages 233285841985984.
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Tanya Christ, X. Christine Wang, Ming Ming Chiu & Hyonsuk Cho. (2019) Kindergartener’s meaning making with multimodal app books: The relations amongst reader characteristics, app book characteristics, and comprehension outcomes. Early Childhood Research Quarterly 47, pages 357-372.
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