Honors Theses

Advisor

Mary Fuhs

Department

Psychology

Publication Date

5-1-2021

Document Type

Honors Thesis

Abstract

Dialogic reading interventions have been used successfully to increase literacy and language skills, including math language. This study aims to investigate whether a dialogic reading intervention will assist children with spatial and numerical magnitude comparison skills learned through a novel adaptive eBook designed to be read together by parents and children. We propose that a dialogic reading intervention used with an adaptive magnitude comparison eBook will improve children’s spatial and numerical magnitude comparison skills and general math skills compared to control groups. Preschool-aged children and their parents (N=27) were randomly assigned to one of three conditions: adaptive magnitude comparison eBooks reading with dialogic reading training, adaptive magnitude comparison eBooks reading without dialogic reading training, or literacy eBook reading. Each group was asked to read their eBooks at home 4 times per week for 2 weeks. Participants were assessed virtually at pre- and post-test on their numerical and spatial magnitude comparison skills and their general math skills.

Permission Statement

This item is protected by copyright law (Title 17, U.S. Code) and may only be used for noncommercial, educational, and scholarly purposes.

Keywords

Undergraduate research

Disciplines

Psychology

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