It’s Talking to Me!: An Exploration of Shared Reading Practices in the Digital Age By: Nicole Walter Reading Literacy and Learning Faculty Advisor- Angela Blanchette

About the Author Virginia native Attended Longwood University and graduated in 2012 Teaches Kindergarten in Chesterfield County In the Reading, Literacy, and Learning graduate program, expected to graduate May 2016

What is Shared Reading? “An adult reads a book to an individual child or a group of children and uses one or more planned or structured interactive techniques to actively engage the children in the text.” (WhatWorksClearinghouse,2015) Between an adult and a child or children At home or in a school-like setting Questions, connections, vocabulary, conclusions are all forms of scaffolding that adults provide during this time (WhatWorksClearinghouse,2015) Demonstrate shared reading by reading 1-2 pages of dinosaur book (either big book or regular book on an elmo)

Lets Practice!

Why should we do it? Shared Reading activities can increase a child’s story comprehension, phonological awareness, and concepts of print Shared reading is necessary to obtain the prerequisite skills for decoding, spelling, and reading comprehension (Callaghan, 2012)

21st Century Reading

What E- reader Companies are Saying children will score higher on vocabulary tests Children will develop more expressive language E-readers are a superior form of learning due to the interactive nature (Parrish-Morris, 2013) Heighten child engagement Learn to read and write Children will learn reading, phonics, spelling, music and math skills (Parrish-Morris, 2013) Enhance student comprehension of stories Need to add citations to this slide

What parents think Survey says… “91% of parents believe that educational toys (such as e-readers) will ‘advance their child’s learning and help them accelerate to the top of the pack.” “Two-thirds of parents say that talking books are very important to a child’s intellectual development.” (Parrish-Morris, 2013) Book apps and games are budget friendly and resource effective (Wooten, 2015)

Should we replace traditional storybook reading with e-readers?

Opinions For Against Motivation will increase Offers support to readers that may be similar to that of an adult Reading comprehension may increase (Wooten, 2015) Interactive features can be a distraction Does not provide the same dialogic experience as traditional storybook reading Is not a good substitute

What Research Says When studying children who are using e-readers. It was found that enhancing features were beneficial; but, interactive features Were distracting (Takacs, 2015)

Recommendations

1 hr with traditional story book reading Future Research The need for action research directly comparing traditional shared book reading and e-book reading. At home OR at school 1 hr with traditional story book reading 1 hr with e-book reading Assess Analyze

Questions

Citations Callaghan, G., & Madelaine, A. (2012). Levelling the playing field for kindergarten entry: Research implications for preschool early literacy instruction. Australasian Journal Of Early Childhood, 37(1), 13-23. Heath, S. B. (1982). What No Bedtime Story Means: Narrative Skills at Home and School. Language in Society, (1). 49 Parish-Morris, J., Mahajan, N., Hirsh-Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013). Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era. Mind, Brain, And Education, 7(3), 200-211. Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis. Review Of Educational Research, 85(4), 698-739. What Works Clearinghouse(2015). Shared Book Reading. What Works Clearinghouse Intervention Report. Updated April 2015. What Works Clearinghouse, 43. Wolf, S. A. (2014). Children's Literature on the Digital Move. Reading Teacher, 67(6), 413-417.

Contact Info nicole.nerissa.walter@gmail.com