Abstract
ABSTRACT This exploratory study investigated whether/how kindergartners (ages 5–6) with different linguistic backgrounds in Malta and the U.S. engaged in similar or different reading processes with the same app book But Not the Hippopotamus in English. As part of a broader project, we purposefully sampled children who scored top three and bottom three in their retelling of the book from each of the four linguistic groups: (1) Maltese as the dominant home language in Malta, (2) English as the dominant home language in Malta, (3) a third language other than English/Maltese as the dominant home language in Malta, and (4) monolingual English native speakers in the U.S. Our qualitative analysis of videos of the 27 children reading the app book revealed the distinct patterns of high-comprehension readers processes with multimodal digital features across these linguistic groups, and the potential of digital features to support learners with diverse linguistic backgrounds.
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