Unraveling Sensitivity to Thematic Importance in e-Book Story Retelling Among Children at Risk for ADHD (Poster 38)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Research in Reading and Literacy Poster Session 2

Abstract

This study explores the centrality deficit in children at risk for ADHD during parent-child shared reading of a bilingual e-book. Results indicate significant differences in sensitivity to thematic importance during story retelling between children at risk for ADHD and TD children, suggesting that e-book shared reading did not mitigate the centrality deficit experienced by the former group. Additionally, no significant difference was found between the amount of central and peripheral information recalled by children at risk for ADHD. Possible reasons include cognitive overload brought by second language narration and multitasking during e-book reading. The study highlights the need for careful multimedia design for children with ADHD and provides implications for educators and parents to improve comprehension in this group.

Authors

• Yiwen Sun, Hong Kong Polytechnic University

• Dandan Yang, Boston College

• Wenyue Zhu, University of California - Los Angeles

• Jiayun Gao, University of California - Los Angeles

• Penelope Collins, University of California - Irvine

• Mark Warschauer, University of California - Irvine