Word Learning Opportunities in Preschool Storybook Apps.
Saved in:
| Title: | Word Learning Opportunities in Preschool Storybook Apps. |
|---|---|
| Authors: | Bruner, Lori1 lbruner1@ua.edu |
| Source: | Reading Research Quarterly (John Wiley & Sons, Inc.). Jul2024, Vol. 59 Issue 3, p487-498. 12p. |
| Subject Terms: | *Mobile learning, *Word recognition, *Children's books, *Educational technology, Early childhood vocabulary education |
| Abstract: | In this study, I examined preschool storybook apps for the affordances they may provide for young children's vocabulary development. Specifically, I sought to understand (a) the degree to which storybook apps introduce new words, (b) the types of words children can learn, and (c) the degree to which digital enhancements align with new words in the story. To do so, I conducted a content analysis of 26,744 words in 70 best‐selling storybook apps in the United States. Results indicate that approximately 7.5% of words in preschool storybook apps might be considered new words for preschool children—which is comparable to the number of new words in preschool printed books. Furthermore, approximately 25% of new words in storybook apps are aligned with digital enhancements. These findings contribute new information about vocabulary in preschool storybook apps and the extent to which digital enhancements might support children's word learning on screen. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Research Quarterly (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In this study, I examined preschool storybook apps for the affordances they may provide for young children's vocabulary development. Specifically, I sought to understand (a) the degree to which storybook apps introduce new words, (b) the types of words children can learn, and (c) the degree to which digital enhancements align with new words in the story. To do so, I conducted a content analysis of 26,744 words in 70 best‐selling storybook apps in the United States. Results indicate that approximately 7.5% of words in preschool storybook apps might be considered new words for preschool children—which is comparable to the number of new words in preschool printed books. Furthermore, approximately 25% of new words in storybook apps are aligned with digital enhancements. These findings contribute new information about vocabulary in preschool storybook apps and the extent to which digital enhancements might support children's word learning on screen. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 19362722 |
| DOI: | 10.1002/rrq.556 |
