ABSTRACT
Despite the wide use of computers in households and schools, there is a dearth of research about how their unique features contribute to young children’s learning (Tamim et al. 2011). This chapter starts with a discussion about the importance of reading picture storybooks for comprehension skills to develop. Next, in order to unravel effects of digital picture storybooks, which are available in ever increasing numbers, nuanced studies are presented that compare how different computer features affect different comprehension skills. First parent-led shared reading is contrasted with children interacting with digital picture storybooks. Effects of different digital features and the number of interactive possibilities and their congruency with the storyline were tested next.
