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International Journal of Child-Computer Interaction, Volume 12

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Volume 12, April 2017

Reading in the 21st century: how does digital book-reading influence the reading processes and outcomes for young children?

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Natalia Kucirkova, Susan Rvachew:
Editorial. 1-2
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Georgene L. Troseth, Gabrielle A. Strouse:
Designing and using digital books for learning: The informative case of young children and video. 3-7
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Gabrielle A. Strouse, Patricia Ganea:
A print book preference: Caregivers report higher child enjoyment and more adult-child interactions when reading print than electronic books. 8-15
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Kathrin Rees, Aparna Nadig, Susan Rvachew:
Story-related discourse by parent-child dyads: A comparison of typically developing children and children with language impairments. 16-23
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Susan Rvachew, Kathrin Rees, Elizabeth Carolan, Aparna Nadig:
Improving emergent literacy with school-based shared reading: Paper versus ebooks. 24-29
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Arjette Karemaker, Fiona Jelley, Charlotte Clancy, Kathy Sylva:
The effects on children's literacy skills of reading e-books with different features: Are 'bells and whistles' over-rated? 30-36
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Kathleen Roskos, Jeremy Brueck, Lisa Lenhart:
An analysis of e-book learning platforms: Affordances, architecture, functionality and analytics. 37-45
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Natalia Kucirkova, Barry Zuckerman:
A guiding framework for considering touchscreens in children under two. 46-49

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