Gabrielle A. Strouse|Patricia A. Ganea
Parent–Toddler Behavior and Language Differ When Reading Electronic and Print Picture Books
University of South Dakota|University of Toronto
little known language behaviours typically occur adults read electronic books infants toddlers supportive learning study report differences parent child behaviour language reading print versus electronic versions books investigate links behaviour vocabulary learning parents 102 toddlers aged 17 26 months randomly assigned read two commercially available electronic books two print format books identical content toddler reading children asked identify animal labeled one books twodimensional pictures threedimensional replica objects formats toddlers read electronic books paid attention made available reading displayed positive affect participated page turns produced contentrelated comments reading read print versions books toddlers also correctly identified novel animal labelled book often read electronic traditional print book availability reading attention book acted mediators predicting childrens animal choice test suggesting electronic books supported childrens learning way increasing engagement attention contrast prior studies conducted older children difference conditions behavioural offtopic talk either parents children research needed determine potential hazards benefits new media formats young children