| dc.description.abstract | The present study continues efforts of previous research to evaluate the utility of a new dialogic reading-based electronic book. The main variable of interest for this specific research was parenting behaviors. While shared reading is a crucial part of children’s early literacy and language development, the parent plays an equally important role as the child in this interaction (Wasik, Hindman, & Snell, 2016; Mol & Bus, 2011; Hindman & Morrison, 2012). Children (n = 42) and their parents came into a lab-setting twice over the course of two weeks. During the two in-lab visits, parents and children were asked to read a 1-2 storybooks together. In between the two lab visits, families were given a version of the eBook to read, with or without the addition of the experimental dialogic character. All in-lab readings were evaluated on a variety of different parent, child, and dyadic behavioral outcomes. Results indicate that parents exposed to the experimental eBook were significantly more responsive, as well as warmer and more on-task, during the second day readings than their counterparts who did not use the dialogic character. Exposure to the character also led to increased reciprocity throughout the readings. Therefore, the current study offers exciting findings on the potential of this new enhanced eBook’s potential in promoting more positive shared reading interactions. Implications for future research are also discussed. | |
