A Multimodal Engagement Matrix to Assess the Quality of YouTube Read-Alouds for Young Children

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 2
  In Roundtable Session: Exploring Impacts of Human and Technology Interconnectedness

Abstract

Read-alouds have long been considered critically important for young children’s development. With the advent of digital media, and in particular, YouTube, read-alouds have taken new forms, becoming widely accessible, freely available, and incorporating a variety of multimedia features not otherwise available when accessing print books. While read-alouds are known to be effective in supporting language and literacy, read-alouds are made more effective by incorporating instructional supports such as questioning, modeling comprehension strategies, and defining vocabulary words, and more. This study sought to address YouTube read-alouds by exploring the quality of popular videos in terms of video and instructional features. The study yielded a research-based framework to support consumers (caregivers, teachers, researchers) in navigating the vast landscape of YouTube read-aloud videos.

Authors

• Margaret F. Quinn, Texas A&M University

• Amanda Yoshiko Shimizu, Eastern Kentucky University