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dc.contributor.authorGreenhoot, Andrea Follmer
dc.contributor.authorBeyer, Alisa M.
dc.contributor.authorCurtis, Jennifer
dc.date.accessioned2015-11-12T22:55:00Z
dc.date.available2015-11-12T22:55:00Z
dc.date.issued2014-07-22
dc.identifier.citationGreenhoot AF, Beyer AM and Curtis J (2014) More than pretty pictures? How illustrations affect parent-child story reading and children's story recall. Front. Psychol. 5:738. doi: 10.3389/fpsyg.2014.00738en_US
dc.identifier.urihttp://hdl.handle.net/1808/18887
dc.description.abstractPrevious research showed that story illustrations fail to enhance young preschoolers' memories when they accompany a pre-recorded story (e.g., Greenhoot and Semb, 2008. In this study we tested whether young children might benefit from illustrations in a more interactive story-reading context. For instance, illustrations might influence parent-child reading interactions, and thus children's story comprehension and recall. Twenty-six 3.5- to 4.5-year-olds and their primary caregivers were randomly assigned to an Illustrated or Non-Illustrated story-reading condition, and parents were instructed to “read or tell the story” as they normally would read with their child. Children recalled the story after a distracter and again after 1 week. Analyses of the story-reading interactions showed that the illustrations prompted more interactive story reading and more parent and child behaviors known to predict improved literacy outcomes. Furthermore, in the first memory interview, children in the Illustrated condition recalled more story events than those in the Non-Illustrated condition. Story reading measures predicted recall, but did not completely account for picture effects. These results suggest that illustrations enhance young preschoolers' story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children's processing of the illustrations.en_US
dc.publisherFrontiersen_US
dc.rightsCopyright © 2014 Greenhoot, Beyer and Curtis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
dc.rights.urihttp://creativecommons.org/licenses/by/3.0/
dc.subjectChildren's memoryen_US
dc.subjectParent-child story readingen_US
dc.subjectIllustrationsen_US
dc.subjectPreschoolersen_US
dc.subjectStory recallen_US
dc.titleMore than pretty pictures? How illustrations affect parent-child story reading and children's story recallen_US
dc.typeArticle
kusw.kuauthorGreenhoot, Andrea Follmer
kusw.kudepartmentPsychologyen_US
dc.identifier.doi10.3389/fpsyg.2014.00738
kusw.oaversionScholarly/refereed, publisher version
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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Copyright © 2014 Greenhoot, Beyer and Curtis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Except where otherwise noted, this item's license is described as: Copyright © 2014 Greenhoot, Beyer and Curtis. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.