The Contribution Of Interactivity Types On Vocabulary Acquisition In Children’s Electronic Picture Book Reading

Languages are composed of words and rules by which words are meaningfully combined.Vocabulary differences in kindergarten can predict children’s future academic performance,especially reading comprehension performance.Picture books provide language learning opportunities for young children,and high-quality picture books are an important source of novel vocabulary.In the age of digital media,electronic picture books have become an important reading medium for young children.However,studies on the contribution of electronic picture books on children’s vocabulary acquisition are mostly mixed with a variety of multimedia effects and interactive features,and the impact of various multimedia effects and interactive features on children’s vocabulary acquisition has not yet been clarified.What’s more,the interactivity characteristics involved in the existing research are relatively single,and there are few comparative studies on the impact of different interactivity characteristics on children’s vocabulary acquisition.It is difficult to understand the relationship between interactivity types and children’s vocabulary acquisition.In addition,previous studies have paid more attention to the influence of electronic picture books on the breadth of children’s vocabulary knowledge,and there is still a lot of room for exploration on the influence of electronic picture books on the depth of vocabulary knowledge.This study adopts pre-and-test experimental design,participants were 135 typically developing children aged 4-6 from a kindergarten in Hangzhou as the subjects,and used the Peabody Picture Vocabulary Test(PPVT)and Expressive Vocabulary Test(EVT)to measure children’s general receptive vocabulary ability and expressive vocabulary ability,and by evaluating children’s ability to name and define 6 medium and low-frequency words in "Good Night,Owl",to understand the acquisition of the breadth and depth of vocabulary knowledge after reading children’s picture books.Focus on the following questions:1.How does electronic picture book reading affect children’s vocabulary acquisition? Are there significant differences in the effects of different interactivity types?2.Are there differences in the impact of interactivity types on children’s vocabulary breadth and vocabulary depth?3.Is vocabulary acquisition affected by existing vocabulary ability in children’s electronic picture book reading?The research results found that: 1.When children read interactive electronic picture books,the breadth of vocabulary knowledge improves the most,and the vocabulary acquisition effect is significantly better than that of reading paper books and static electronic picture books,and it is also better than that of reading dynamic electronic picture books but the difference is not significant;No matter what type of picture books read,there is no significant promotion effect on the acquisition of children’s vocabulary knowledge depth,but children’s vocabulary knowledge depth improves the most when reading electronic picture books with questions.2.After children read the e-book with dictionary interactivity,the breadth of vocabulary knowledge increased by 4.3%,and the depth of word increased by 2.3%.After children read the interactive e-book with questions,the breadth of vocabulary knowledge increased by 15.5%,and the depth of knowledge increased by 3.0%.Children’s vocabulary acquisition effect when reading interactive electronic picture books with questions is slightly better than when they read interactive electronic picture books with dictionary interactivity,but there is no significant difference.3.The higher the pre-test score of vocabulary knowledge breadth,the higher the children’s vocabulary knowledge breadth post-test score after repeated reading;Children reading electronic picture books and electronic picture books have dynamic effects and interactive features,especially when asking questions and interacting,children the breadth of vocabulary knowledge has significantly improved;And after reading electronic picture books,children can make up for the impact of children’s existing vocabulary ability on the acquisition of vocabulary knowledge breadth.4.The higher the pre-test score of children’s the depth of vocabulary knowledge,the children’s the depth of vocabulary knowledge will be significantly improved after repeated reading;Knowledge depth acquisition has no significant predictive effect.The research draws the following conclusions: 1.Electronic picture books can promote children’s vocabulary knowledge acquisition,and interactive electronic picture books have the best promotion effect.2.Interactive electronic picture books can promote children’s vocabulary acquisition,and the effect of questioning interactivity is better than that of dictionary interactivity.3.The existing vocabulary level can affect children’s later vocabulary acquisition,but reading electronic picture books can make up for the lack of children’s existing vocabulary ability to a certain extent.According to the research conclusions,the following suggestions are put forward:1.Scientifically treat the role of electronic picture books and benefit from its interactive features.2.Use the interactive features of electronic picture books to promote the development of children’s early literacy.3.Enrich opportunities for young children to interact with vocabulary and increase the accumulation of children’s vocabulary knowledge depth.4.Use the unique functions of dynamic and interactivity to design scientific and effective electronic picture books.