“Cuéntame Cuentos”: A Family Dialogic-Reading and Reminiscing App to Support Latino Preschoolers’ Literacy Skills

• In Event: AERA Roundtable Session Wednesday 2:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Cultural Resilience and Bilingual Literacies: Supporting Multilingual Learners (Table 2)

Abstract

This study evaluated the feasibility of a six-week program incorporating elaborative reminiscing and dialogic reading within an interactive story-reading app aimed at improving Latino children’s language and literacy skills. Forty-one Latino children’s language and literacy skills (expressive vocabulary, story comprehension, narrative skills) were assessed pre- and post-test. Ongoing data analysis indicates increased reading time was marginally associated with greater gains in story comprehension, but only for children with very low pre-test scores. This marginal interaction was observed in two separate regression models. Additionally, total prompting time was marginally associated with retelling memory and negatively associated with story comprehension, however, children with higher pre-test scores got more benefited in comprehension with more prompting time.

Authors

• Luis E. Pérez Cortés, University of Texas - Arlington

• Ana Clara Ventura, CONICET/UNCo

• Jordan Ariel Barria Pineda, University of Pittsburgh

• Alessandra Mia Lapetina, University of Pittsburgh

• Maria Alejandra Alvarez, University of Pittsburgh

• Diego Chaves-Gnecco, University of Pittsburgh

• Erin A. Walker, University of Pittsburgh

• Diana Leyva, University of Pittsburgh