Playing for Comprehension: How Storybook App Games Influence Narrative Conversations During Interactive Read-Alouds

• In Event: Language and Strategic Metacognitive Strategies for Comprehension

Abstract

This study examines the influence of storybook app games on extratexual conversations between caregivers and their preschool children during interactive read-alouds. Informed by Cognitive Load Theory, the Capacity Model, and Sociocultural Theory, we analyzed 185 minutes of video from 17 parent-child dyads reading the storybook app, "Even Monsters Get Sick." We used emergent coding and constant comparative analysis to examine talk-turns that occurred during one game "closely aligned" and one game "somewhat aligned" with the narrative. Our findings revealed that closely aligned games enhanced narrative-focused conversations and comprehension processing more so than somewhat aligned games. These insights emphasize the importance of designing and selecting app book games that support literacy development with games more closely aligned with the story content.

Authors

• Lori Bruner, University at Albany - SUNY

• Tanya M. Christ, East Carolina University

• Danielle Alexander, Oakland University

• Yujie Mao, Oakland University

• Mary Patillo-Dunn, Michigan State University

• Allison Phillippe, Michigan State University