Tiffany G. Munzer|Alison L. Miller|Heidi M. Weeks|Niko Kaciroti|Jenny Radesky
Differences in Parent-Toddler Interactions With Electronic Versus Print Books
University of Michigan–Ann Arbor|University of Michigan–Ann Arbor
previous research documented less dialogic interaction parents preschoolers electronicbook reading versus print parenttoddler interactions around commercially available tabletbased books described examined parenttoddler verbal nonverbal interactions reading electronic versus print bookswe conducted videotaped laboratorybased counterbalanced study 37 parenttoddler dyads reading 3 book formats enhanced electronic sound effects andor animation basic electronic print coded verbalizations 10second intervals parents dialogic nondialogic text reading format related negative formatrelated directives task children book related negative task shared positive affect collaborative book reading coded scale 1 5 5 high proc genmod proc mixed analyzed withinsubjects variance book formatparents showed significantly dialogic print 119 enhanced 62 p 001 basic 83 p 001 textreading print 143 enhanced 106 p 003 basic 144 p 001 offtask print 23 enhanced 13 p 007 total 295 enhanced 281 p 003 basic 293 p 005 verbalizations print books fewer formatrelated verbalizations print 19 enhanced 100 p 001 basic 83 p 001 toddlers showed bookrelated verbalizations print 150 enhanced 115 p 001 basic 125 p 005 total verbalizations print 188 enhanced 138 p 001 basic 153 p 001 higher collaboration scores print 31 enhanced 27 p 004 basic 28 p 02 printbook readingparents toddlers verbalized less electronic books collaboration lower future studies examine specific aspects tabletbook design support parentchild interaction pediatricians may wish continue promoting shared reading print books particularly toddlers younger children