Abstract
AbstractDigital books, such as e‐books, story apps, picture book apps, and interactive stories, are narratives presented on touchscreens with multimedia and interactive features. Evidence suggests that early reading of print versus digital books is associated with different patterns of parent–child engagement and children’s outcomes. Parents’ verbal scaffolding, children’s age, and the congruence between a book’s narrative and its interactive and multimedia features are three documented process variables that explain the difference between reading print and digital books. To maximize the added value of digital books for children, we need to study the interaction among the characteristics of parents, children, and books; we also need to target these interactions through interventions and through collaborations between designers and researchers.
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