Title

Impact of a Dialogic Reading Intervention on the Effectiveness of an Adaptive Magnitude Comparison eBook for Improving Young Children’s Magnitude Comparison Skills

Authors

Patrick Ehrman, University of DaytonFollow
Mary Wagner Fuhs, University of DaytonFollow

Comments

Dr. Fuhs and I have been working on projects surrounding an adaptive ebook for almost two years now. This poster is reporting on the first full-scale study with the ebook being used as an intervention, and we are eager to see what the results tell us.

Files

Abstract

Dialogic reading interventions have been used successfully to increase reading skills. This study aims to investigate whether a dialogic reading intervention will also assist children with spatial and numerical magnitude comparison skills learned through a novel adaptive number e-book designed to be read together by parents and children. This study proposes that a dialogic reading intervention will improve spatial and numerical magnitude comparison skills that will transfer to general math skills following the reading of an adaptive number e-book more so than reading without dialogic reading instructions. Additionally, there are predicted benefits for executive functioning skills and for improving parental attitudes toward math.

Publication Date

11-17-2020

Keywords

Educational development, early math skills, home math environment, student scholarship

Disciplines

Psychology

Recommended Citation

Ehrman, Patrick and Fuhs, Mary Wagner, "Impact of a Dialogic Reading Intervention on the Effectiveness of an Adaptive Magnitude Comparison eBook for Improving Young Children’s Magnitude Comparison Skills" (2020). Content presented at the Roesch Social Sciences Symposium. 45.
https://ecommons.udayton.edu/roesch_symposium_content/45