Electronic books Boon or bust for interactive reading Molly
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Electronic books: Boon or bust for interactive reading? Molly F. Collins, Erikson Institute Julia Parish, Temple University Do parents and children interact differently when reading electronic books (e-books) versus traditional books (t-books)? 23 children were recruited from two children’s museums to find out. Invited into a quiet room, parents and children sat in front of a table displaying ten books (five e- and five t-books) matched on length and similarity of characters/plot structure. They were instructed to “Do whatever you normally do with books.” Parent questionnaires probed for home reading practices as children chose a book to read. Parent-child interactions were videotaped and parental utterances were coded as either behavioral/directive or story-related. Results indicated that children selected t-books (64%) over e-books (36%). Further, parents reading e-books made behavioral/directive verbalizations significantly more often than parents reading t- books. Parents reading t-books made significantly more story-related than behavioral/directive verbalizations and more story-related verbalizations than parents reading e-books. T-books rather than e-books seem to foster behaviors associated with emergent literacy.