Parent-child joint reading of digital books in bilingual families in Malta

This study was designed to assess parental beliefs, motivations, and facilitative co-use of print and digital media with preschoolers and identify differences between parents’ and children’s perceptions of these media. We surveyed 43 parents and interviewed their 3- to 5-year-old children. Parents reported their child enjoyed print more than digital books and predicted their child would choose a print over a digital book. Parents indicated they believed print was more educational and entertaining than digital media and were motivated to use print for children’s learning, relaxation, entertainment, and parent-child bonding. Parents also reported they use fewer facilitative behaviors when co-using digital than print media. Children more often chose to read the digital over the print book and more often selected digital devices across most motives. This study highlights a contrast between how parents and children view media and suggests that parents might better facilitate children’s digital media use by creating more interactive digital media co-use opportunities.

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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