Abstract
While research establishes that parents play an important role in supporting young children’s use of digital technology, there is an absence of research which establishes how interactions between parents and their young children orient specifically to reading from the screen. This paper employs conversation analysis of recorded interactions during young children’s use of digital technologies in their homes. It takes as its unit of analysis, turns at talk that make reading salient when parents or young children tell, or ask about, what letters, words or more extended texts on screen “say”. Analysis establishes some interactional methods used by parents and their children to make reading relevant during use of digital technologies. These show that young children and their parents actively enable reading from the screen during their activity and interactions
| Original language | English |
|---|---|
| Title of host publication | 2015 annual meeting of the American Educational Research Association |
| Publisher | American Educational Research Association (AERA) |
| Pages | 1-7 |
| Number of pages | 7 |
| Publication status | Published - 2015 |
| Event | American Educational Research Association Annual Meeting 2015: AERA 2015 - Sheraton Chicago Hotel and Towers, Chicago, United States Duration: 16 Apr 2015 → 20 Apr 2015 http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting/2015-Annual-Meeting-Details/Program/Online-Print-Program-PDF (Meeting program) http://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting/2015-Annual-Meeting-Details (Meeting details) |
Conference
| Conference | American Educational Research Association Annual Meeting 2015 |
|---|---|
| Abbreviated title | Toward justice: culture, language, and heritage in education research and praxis |
| Country/Territory | United States |
| City | Chicago |
| Period | 16/04/15 → 20/04/15 |
| Internet address |
|