Once upon a Time: Parent-Child Dialogue and Storybook Reading in the Electronic Era.

By Julia Parish-Morris, N. Mahajan, Kathy Hirsh-Pasek, Roberta Michnick Golinkoff , Molly F. Collins. 2013

331 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9a3c8f9bdfd242a31288fa4abd896a384531bf05

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Putting Education in “Educational” Apps (2015, background): “Indeed, in an empirical study, the “bells and whistles” placed within a story presented on an electronic console interfered with 3-year-olds’ understanding of story elements such as the plot (Parish-Morris et al., 2013).”
The parent advantage in fostering children's e-book comprehension (2018, methodology): “…available both with and without audio narraion and represented a simple e-book without additional features uch as games, sound effects, and hot spots, which may detract rch Quarterly 44 (2018) 24–33 27 from parent–child interaction and reduce children’s comprehension (Parish-Morris et al., 2013).”
Talking Shape: Parental Language with Electronic versus Traditional Shape Sorters. (2015, unknown): “The study on electronic console books (Parish-Morris et al., 2013) which found that the electronic features distracted 3-year-olds from the task at hand supports this conclusion.”
Comparing electronic and paper storybooks for preschoolers: Attention, engagement, and recall (2017, unknown): “…& Korat, 2007; Smeets & Bus, 2012), produce literacy outcomes similar to that from paper books (de Jong & Bus, 2004; Lauricella, Barr, & Calvert, 2014; Willoughby, Evans, & Nowak, 2015), or diminish comprehension and learning (de Jong & Bus, 2002; Krcmar & Cingel, 2014; Parish-Morris et al., 2013).”
Identifying Pathways Between Socioeconomic Status and Language Development (2017, result): “In contrast, other studies showed that the presence of electronic features might distract children’s attention and hinder their learning during book-reading interactions (Parish-Morris et al. 2013).”