1. 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

2. 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

3. 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)

4. Lets Practice!

6. 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)

7. 21st Century Reading

8. 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

9. 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)

10. Should we replace traditional storybook reading with e-readers?

11. 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

12. 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)

13. Recommendations

14. 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

15. Questions

16. 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),
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),
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),
What Works Clearinghouse(2015). Shared Book Reading. What Works Clearinghouse Intervention Report. Updated April What Works Clearinghouse, 43.
Wolf, S. A. (2014). Children's Literature on the Digital Move. Reading Teacher, 67(6),

17. Contact Info