The challenge of screen mediated shared reading for children’s learning and engagement

Introduction Screen mediated shared reading (SMSR), which involves an adult a child book through video-chat, is recent development in reading. In this study, we investigated whether, as in-person reading, children could learn new words from SMSR, and whether having physical copy of the to follow along with impacted children’s novel word retention engagement setting. Method Three- 5-year-old participants ( n = 34) were read 8-page rhyming, “Meet Friendly Monsters” story by researcher over Zoom, via screen sharing e-version used previous studies. Participants randomly assigned one two conditions: SMSR or without paper with. The session was recorded measure behaviors during Novel learning measured both multiple choice identification test monster naming test, administered immediately after initial then re-administered 10–14 days later. Engagement sessions every 30-s on scale 1 (low engagement) 5 (high engagement), averaged for each child. Results show that overall performed slightly above chance name SMSR. However, not strong seen other studies using same story. Additionally, while remembered names equal efficacy regardless condition level engagement, there still qualitative differences depending had their own – general, ‘with book’ appeared increase challenges posed attention potentially making task more difficult. Discussion findings study have implications how approach young contexts use emerging technology. We raise future research questions better understanding best practices