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<p>Numerous studies have demonstrated the positive effects of dialogic reading with print picture books on children’s language development. However, it is still mostly unclear to what extent storytime with digital picture books in daycare centers supports children’s language development when viewed dialogically. In this pre-post intervention study, digital and print presentations were therefore compared with each other. To this end, 30&#xa0;children (aged 4;6–6;5&#xa0;years) were assigned to these two conditions using a&#xa0;stratified randomization procedure based on their receptive vocabulary. Over the course of one week, children viewed the picture book <i>Oskar and the very hungry dragon</i> (original<i>: Oskar und der sehr hungrige Drache</i>) (Krause <CitationRef CitationID="CR22">2016</CitationRef>) three times in small groups, using either the digital or the print version of the book. All picture book activities were implemented using the dialogic reading method. Pre- and post-intervention assessments with standardized as well as treatment-sensitive instruments showed significant gains in expressive target vocabulary and verb learning in both groups. A&#xa0;significant interaction effect (time × group) emerged only for retelling the story (generally), favoring children who had viewed the print picture book. The results indicate that presentation format plays a&#xa0;limited role in language development, whereas dialogic reading appears to be the key mechanism. These findings, however, are likely restricted to picture books that meet certain quality criteria.</p>

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Dialogisches Lesen – mit einem digitalen Bilderbuch oder doch besser klassisch?

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月1日

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  • Wynona Kühn,
  • Anne-Kristin Cordes,
  • Franziska Egert

摘要

Numerous studies have demonstrated the positive effects of dialogic reading with print picture books on children’s language development. However, it is still mostly unclear to what extent storytime with digital picture books in daycare centers supports children’s language development when viewed dialogically. In this pre-post intervention study, digital and print presentations were therefore compared with each other. To this end, 30 children (aged 4;6–6;5 years) were assigned to these two conditions using a stratified randomization procedure based on their receptive vocabulary. Over the course of one week, children viewed the picture book Oskar and the very hungry dragon (original: Oskar und der sehr hungrige Drache) (Krause 2016) three times in small groups, using either the digital or the print version of the book. All picture book activities were implemented using the dialogic reading method. Pre- and post-intervention assessments with standardized as well as treatment-sensitive instruments showed significant gains in expressive target vocabulary and verb learning in both groups. A significant interaction effect (time × group) emerged only for retelling the story (generally), favoring children who had viewed the print picture book. The results indicate that presentation format plays a limited role in language development, whereas dialogic reading appears to be the key mechanism. These findings, however, are likely restricted to picture books that meet certain quality criteria.