Interactive Storybook Research Articles

Parent Teaching Using the Enhanced Moved by Reading to Accelerate Comprehension in English Intelligent Tutoring System to Teach Question-Asking During Shared Book Reading in Latino Families.

The Parent-Enhanced Moved by Reading to Accelerate Comprehension in English (Parent EMBRACE) program offers a bilingual parent-training literacy intervention for Latino families. Within the context of shared book reading, the application leverages both the home language and technology to increase parent question-asking during shared reading. Research goals were to (a) examine the potential of the Parent EMBRACE tutoring system at teaching parents to increase the quantity and variety of their question-asking during shared book reading, (b) examine changes to parents' reading attitudes or motivation, and (c) examine whether children's reading attitude is correlated with parent interactions. Twenty-one participants were randomized into three conditions: a digital storybook (DS) group (n = 7), an interactive storybook (EMBRACE) group (n = 6), and a parent-teaching interactive storybook (Parent EMBRACE) group (n = 8). Participants received iPads with digital storybooks for use during the intervention (in which the parent-teaching group received prompts from the app to ask questions while reading). Shared book reading assessments before and after the intervention involved hard-copy books, and behaviors were analyzed using video-recorded reading sessions before and after the intervention. Group differences were explored using descriptive analysis. Reading attitude and motivation were measured through pre- and post-intervention surveys. The relationship between parent interactions and reading attitudes was explored through regression. Results indicate that after the intervention, four out of seven parents in the parent-teaching interactive storybook group asked more questions to their children. Parents' reading attitudes and motivations did not significantly change. There was a nonlinear relationship with parent interactions and children's reading attitude. Overall, the Parent EMBRACE tool shows feasibility and warrants further study on its efficacy as a linguistically responsive literacy-based language intervention for Latino parents to develop shared book reading strategies.

The higher education’s role in the multisectoral evolution of the diabetes mobile unit programme

Abstract Background The global prevalence of obesity and diabetes is increasing. Overweight and obesity during early childhood increase the risk of developing type 2 diabetes. The diabetes mobile unit (DMU) programme is a collaborative initiative between the Bahrain Diabetes Society, the Royal College of Surgeons in Ireland (RCSI) Medical University of Bahrain, the Ministry of Education, and other stakeholders. Objectives To develop a sustainable educational programme to empower nursing and medical students to educate schoolchildren on healthy lifestyle choices and potentially reduce the risk of obesity and type 2 diabetes. Results The DMU programme is incorporated into the undergraduate nursing and medical curricula. It fosters experiential learning in public health education and promotion, encourages trainee-trainer mentorship, and cultivates essential graduate skills, thus enhancing their career prospects. Since 2012, the programme inducted 300 staff and students and educated 7,000 children. In 2023, the programme was re-launched in alignment with RCSI’s three strategic pillars: learning and teaching, research, and community engagement. The programme expanded its stakeholders’ network and incorporated strategies to promote interprofessional learning among staff, students, and alumni. The outcome of these endeavours included publishing an interactive storybook, creating innovative educational tools, and ongoing research. Conclusions This novel programme highlights the role of higher education in promoting multisectoral collaboration for public health awareness initiatives. The key to the programme’s success is synchronizing education, research and community engagement in higher education curricula and various contexts. Key messages • Multisectoral collaboration is essential in developing evidence-based and culturally congruent programmes. • Linking education, research, and community is vital to achieving sustainable development goals.

Interactive storybook reading to enhance language, literacy, and social-emotional skills.

Interactive storybook reading to enhance language, literacy, and social-emotional skills.

Perancangan Buku Cerita Interaktif Mengenal Dan Mengelola Sampah Untuk Anak Golden Age

The waste problem in Indonesia has yet to find a significant solution. The utilisation of waste in usable goods can have an impact on the environment, and needs to be improved in providing appeals in the form of education to children aged from an early age, namely, at the age of 3-6 years which is a golden age child. In this case it is necessary to make an educational media about the initial introduction to waste as well as the 3 types of waste groups accompanied by how to manage waste with methods that are easy to understand in a simple visual form. Educational media in the form of interactive storybooks that are useful for building the character of children who care about waste by utilising their sensory and sensory functions. The research was conducted by means of observation, documentation and material study to find out directly the habits of the research target in disposing and managing waste. The fact is that many children and parents still do not care or do not know more about waste, its categories and how to manage it. Therefore, this interactive storybook is very necessary for the initial media of children's education by making parents as the intermediary media.

THE USE OF INTERACTIVE STORYBOOK WITH DEMONSTRATION AS A SUPPLEMENTAL TOOL IN TEACHING THEORIES OF CHILD DEVELOPMENT: AN ACTION RESEARCH

This study aims to measure the effectiveness of an interactive storybook with demonstrations as a supplemental tool in teaching theories of child development. The researchers implemented their own storybook and a sixty (60) item questionnaire, with ten (10) questions for each theory of Freud's 3 Components of Personality and Psychosexual Stages, Erikson’s psycho-social stages of development; Piaget’s stages of cognitive development; Kohlberg’s stages of moral development; Vygotsky’s language and zone of proximal development; and Bronfrenbrenner's ecological system theory. The participants of this study are the students from the Bachelor of Secondary Education of UM Digos College for the School Year 2022-2023 who have already taken EDUC 101: Child and Adolescent Development subject. The result of the study revealed that there is a significant difference in the pre-test (x̄=19.84, SD=11.44) and post-test (x̄=52.36, SD=2.72) scores of students; t(21) = -13.389, p = 0.000. In addition, the innovation increased students’ overall performance by 62.15%, indicating that the created innovation is effective. Overall, the result revealed that using a storybook with demonstration allows students to increase their performance in child development theories. Based on the findings, the researchers concluded that using the aforementioned supplemental tools would aid the teachers in delivering the concepts of child development theories.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0057/a.php" alt="Hit counter" /></p>

THE EFFECTIVENESS OF INTERACTIVE STORY BOOK TO TEACH READING FOR 4TH GRADE OF SDN 1 MOYOKETEN

Reading is a process that readers engage in and utilize to comprehend the massages that authors hope to express via the use of words and written language. The low interest in reading is one of the many issues with Indonesian education. Students still have very little enthusiasm in reading English-language materials, and their overall proficiency in the language is also relatively low .The aim of the research was to find the effect reading comprehension of using story book on students’ 4th grade of SDN 1 Moyoketen. The method used in this research was the quantitative method of pre-experimental design by implementing pre-test and post-test. In this study, the researcher used 35 students as a sample. The data were collected by pre-test scores mean (55.71) then post-test scores mean (66.14). the result of the statistical test asymp. Sig (2-tailed is worth 0.000. It can be concluded that interactive story book is significantly effective. In conclusion interactive story book is significantly effective for students at 4th grade SDN 1 Moyoketen. So, interactive story book was in effective method can be applied in the classroom.

THE EFFECTS OF INTERACTIVE BOOK READING ACTIVITIES ON THE DEVELOPMENT OF PRESCHOOL CHILDREN

Early childhood is one of the irreversible periods of life. Especially this period is the foundation of the learning future of the child. The first years of childhood are a period when cognitive, physical and language development is faster than other years. For this reason, it is very important to determine the achievements of interactive book reading activities to be done with children in the preschool period and to manage the process accordingly. The purpose of this research is to determine the effects of interactive storybook reading activities in and out of school on the developmental areas of children, according to the opinions of preschool teachers, preschool teacher candidates and parents. The study group of the research is affiliated to the Ministry of National Education in Konya City Center in the 2020-2021 academic year; It consists of an independent kindergarten, 5 preschool teachers in this school, and 15 pre-school teacher candidates, a total of 20 people. Qualitative research method was used in this study.

Evaluation of Narrative Skills of Children and Language Inputs of Parents During Shared Book Reading. A Parent-Mediated Home-Based Intervention Study

Background: Shared book reading (SBR) is a crucial activity fostering parent-child interaction and promoting children’s early language and emergent literacy skills. SBR interventions are carried out less in low- and middle-income countries. Hence, there is a need for research in such settings. Aim: The present study focuses on providing SBR training to parents and assesses parents’ interactive storybook reading and changes in the child’s narrative development at baseline, postintervention, and follow-up. Method: A total of 210 parents and typically developing child dyads participated in this study, 105 in experimental and control groups. The children from the experimental group participated in one-on-one book reading interactions with their parents after receiving training. Parents in the control group were not trained to read with their children. One week after the training sessions and 2 months later, children and parents were tested to determine whether the training led to beneficial effects. Result: The data were analyzed by x2 test, Kruskal Wallis 1-way ANOVA on ranks with Student Newman Keuls multiple comparison test (post-hoc test), and 3-way ANOVA with a post-hoc multiple comparison test. During 2 postintervention sessions, parents and children assigned to the intervention group significantly increased the targeted interactive shared reading skills. This result indicates that the intervention successfully changed parent SBR behaviors ( P < .001), resulting in improved child’s narrative skills ( P < .001). Conclusion: The current findings can aid in the creation of intervention programs to support parents’ SBR skills and promote children’s overall development.

Parental Satisfaction and Impact of an Internet Intervention for Interactive Storybook Reading

Purpose: This article evaluated the utilization of an Internet-based, self-managed parent training program (i.e., Success with Stories [SWS]) designed to facilitate parental motivation about interactive storybook reading, perceived competence in their ability to engage in interactive storybook reading, and their reading practices and beliefs. Method: Ten parents of young children with/or at-risk for a spoken language disorder enrolled in SWS. The satisfaction of content, usability, presentation, suitability, and exercises of SWS among the parents were examined using an intervention satisfaction rating survey, a focus group, and semistructured interviews. Results: The survey revealed high levels of satisfaction, and qualitative data reflected the survey data. Parents found the program to be acceptable, functional, and practical. Pre- and postprogram responses on the Parental Reading Beliefs Inventory were compared. Significant differences were reported with a large effect size. Within-program responses on the Intrinsic Motivation Inventory and Perceived Competence Scale indicated that parents were motivated and had high levels of perceived competence across all learning paths within SWS. Conclusions: The results indicate that further development and evaluation of SWS is warranted. SWS is a program targeting interactive storybook reading rather than a comprehensive language and literacy program. As such, SWS may be beneficial as a supplemental program to support direct service delivery.

Technology-Supported Shared Storybook Reading in a Rural Classroom Serving Students With Severe Intellectual Disabilities and Complex Communication Needs

Shared storybook reading offers a potentially rich context for supporting language and communication development in students with severe intellectual disabilities and complex communication needs. Following the framework of community-engaged scholarship, the research team responded to a request for assistance from a special education teacher who sought to accelerate her students’ communication growth. Employing a case study design, researchers investigated the use of online professional development and eCoaching to support the implementation of interactive storybook reading strategies by a special education teacher and three of her students, ages 6 to 9 years. Results, although promising, suggest that the teacher’s use of interactive reading behaviors positively impacted the communication interactions of students with severe intellectual disabilities who have complex communication needs. Furthermore, her students increased their interactive communication, attention to text, and use of shared reading strategies across all study phases. Implications of the findings are discussed.

Development of Interactive Story Book For Ecoliteration Learning to Stimulate Reading Interest in Early Grade Students Elementary School

Research aims to produce a storybook containing ecoliteracy education for elementary school students of good quality in terms of the validity, practicality, and effectiveness of a product. This type of research is Research and Development with the ADDIE model. The instruments used were validation questionnaires, observations, teacher response questionnaires and learning outcomes tests. The results of this study indicate that the validation of interactive storybooks for ecoliteracy learning gets an average coefficient of validation from the validator, which is very valid qualifications. The practicality of loading the teacher's response questionnaire gets a percentage of 97%, the results of teacher and student observations get a percentage of 91% and 94%. The effectiveness based on giving pretest and posttest to students amounted to 30 students in grade 1 and 30 students in grade 2 with an average pretest result of 74, while the average posttest was 90.8. The result indicates that there is a significant difference in the learning outcomes of early grade elementary school students using interactive story books. Based on the validation of the instrument and the recapitulation of the questionnaire filled in by the teacher, it can be stated that the quality of the interactive storybooks developed are very valid, practical and effective for use in learning. This interactive storybook can help early grade elementary school teachers in growing interest in reading related to ecoliteracy learning so that students' awareness of caring for and caring for the surrounding environment can be carried out from an early age.

DEVELOPMENT OF AUGMENTED REALITY (AR) INTERACTIVE STORYBOOK “BERSIH DIRI BERSAMA MARE” BASED ON ANDROID TO STIMULATE MOTOR DEVELOPMENT OF CHILDREN AGED 4-5 YEARS


 Media storybooks based on Augmented Reality can be used by teachers to stimulate motor development about personal hygiene in children aged 4-5 years. The purpose of this research is to produce Augmented Reality interactive storybook media products that are validly tested by media and material experts with categories, effective, efficient and interesting in their use. The type of research used in this research is the type of Research & Development (R and D) research. The assessment criteria are aspects of efficiency, effectiveness and attractiveness. The instrument of quantitative data analysis technique was obtained from the validity of media experts and material experts. The results of accumulated validity from several experts yield a percentage of 97.75% which means it is very feasible to use. The trial used small groups and large group tests with the criteria for assessing effectiveness, efficiency and attractiveness with the results of 87.7%. The accumulation of data from the results of expert validation and group trials was 91.5%, which means that the media is feasible to use. Quantitative data was obtained from the results of interviews with kindergartens in Blitar. The researcher found that the interactive augmented reality storybook about self-cleaning with mare had three eligibility criteria, namely being effective, efficient and attractive to stimulate motor development about personal hygiene in children aged 4-5 years.
 
 
 
 
 
 
 

A Self-Managed Internet Parent Training Program for Interactive Storybook Reading: Extension to a Public School Setting

Purpose: This research note evaluated the collaboration, recruitment, enrollment processes, as well as outcomes of an online, self-managed parent training program (Success With Stories [SWS]) concurrent with a Head Start school curriculum. Method: This case examination presents the research processes used to examine an online program concurrent with Head Start school programming. Challenges, outcomes, and next steps in the process were evaluated. The engagement of parents who completed the program was examined. Results: Collaborative processes were developed, and recruitment strategies were initiated. Of the 92 parents who expressed immediate interest, 38 registered and 16 consented but only seven completed the program. Of the parents who completed the program, survey data revealed high levels of parent satisfaction, motivation, and perceived competence. Conclusions: Results indicate a breakdown in the recruitment, enrollment, and completion processes. Results indicate that SWS has promised to address target areas with the intended audience. However, online interventions are only useful if they are accessed and completed. Future directions to increase program completion are discussed.

Developing an Interactive Storybook Application ‘Jack and the Dirty Smelly Beast’ for English Language Proficiency among Children

The high percentage of students who are still struggling with the English language is worrisome, even though there are many well-planned strategies and education policies that are developed to resolve this problem. It is a universal belief that learning a foreign language at a young age through reading plays an important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive storybook application combined with suitable multimedia elements and features to encourage children to read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and features in improving children’s learning. Their responses were recorded and analysed using descriptive analysis. The findings showed that respondents agreed that learning experience improved significantly and attracted children to read when using this application. In conclusion, by using correct multimedia elements and suitable features in the interactive storybook application, it is envisaged that the children’s comprehension in learning a foreign language can be expanded. This research foresees there is enormous opportunity for literacy development in foreign language learning in the early ages through the creation of an interactive storybook application with suitable multimedia elements and features for children.

Associative memory persistence in 3- to 5-year-olds.

Adults struggle to recollect episodic memories from early life. This phenomenon-referred to as "infantile" and "childhood amnesia"-has been widely observed across species and is characterized by rapid forgetting from birth until early childhood. While a number of studies have focused on infancy, few studies have examined the persistence of memory for newly learned associations during the putative period of childhood amnesia. In this study, we investigated forgetting in 137 children ages 3-5years old by using an interactive storybook task. We assessed associative memory between subjects after 5-min, 24-h, and 1-week delay periods. Across all delays, we observed a significant increase in memory performance with age. While all ages demonstrated above-chance memory performance after 5-min and 24-h delays, we observed chance-level memory accuracy in 3-year-olds following a 1-week delay. The observed age differences in associative memory support the proposal that hippocampal-dependent memory systems undergo rapid development during the preschool years. These data have the potential to inform future work translating memory persistence and malleability research from rodent models to humans by establishing timescales at which we expect young children to forget newly learned associations.

Making a fictitious animal: 6-7 year-old Swedish children’s meaning making about evolution during a modelling task

ABSTRACT Whereas previous studies show that children are able to make meaning about evolutionary concepts within read-aloud contexts, little is known about how semiotic resources and interaction influence children’s meaning making about evolution. This study investigates children’s meaning making about evolutionary concepts during a modelling activity conducted after an interactive storybook read-aloud describing the evolution of a foraging trait of a fictitious mammal (the pilose). Forty children (13 groups) were videotaped as they produced a clay pilose model, while explaining how they thought their pilose would appear after inhabiting a ‘future’ environment (mountainous, snowy or forest). A multimodal analysis focused on how children demonstrated their meanings of seven evolutionary concepts described in the book. An eighth concept, ‘adaptation to environment’, was also often discussed. While all eight concepts emerged, the most frequent concerned survival and adaptation. The eighth concept appeared to serve as a synthesis of children’s interpretation of the storybook that highlighted the visible consequences of evolution. The children engaged five interactional resources, dominated by the interactional resource of communicating the concepts in direct relation to their produced pilose models. The findings shed light on how children’s representational and relational practices impact making meaning about evolution.

Designing Storylines for Children’s Mathematics Digital Interactive Storybook using Software Engineering Approach

This paper presents an early part of designing process for a math interactive storybook application prototype with 3D pop-up and augmented reality features. This application is designed using the evolutionary prototype model where we are required to have several complete 4-phases prototype model cycles. Several iterations were conducted specially to focus on getting the best storylines for a mathematics learning tool that involves 3D pop-up and augmented reality features. The process is still on-going. We will also validate with experts the storyline and the suitability of the story with the mathematic topics chosen. Once the design is validated, we will continue building the prototype andvalidate it with potential users until all features are satisfied. It is hoped that later this application will be accepted as an interesting learning tool and contribute as an educational learning resource for children.

The impact of interactive storybook reading programme on scientific vocabulary acquisition by children

ABSTRACT This study is carried out to investigate the impact of İnteractive storybook reading method on scientific vocabulary acquisition by children. The study pattern employed was an experimental one, involving pre-test, post-test, follow-up test, and control group. The study group was composed of 52 children (26 in the experiment group, and 26 in the control group) in the 48–72 months age group, enrolled in the preschool part of two primary schools. Data were gathered through the General Information Form as well as the ‘Scientific Vocabulary Acquisition Assessment Form’ developed by the researchers. The experiment group was enrolled in the Interactive Storybook Reading Programme where the İnteractive storybook reading method was employed for eight weeks. Study results show that the scientific vocabulary acquisition among the children in the experimental group is significantly stronger than that among the children in the control group.

3545 “Sofia Learns about Research”: an interactive storybook to educate children and their families on clinical research with a welcoming and inclusive approach.

3545 “Sofia Learns about Research”: an interactive storybook to educate children and their families on clinical research with a welcoming and inclusive approach.

Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten

ABSTRACTResearch Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.