Audio narration with finger-tracking animation directs bilingual preschoolers' attention to the target-language print in dual-language e-books, including the nondominant language¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 When English narration and animation tracked English sentences, children's PLT to English text greatly exceeded PLT to Mandarin text, F(1, 30) = 85.95, p < .001, partial η2 = .74. → Yow 2019 q3 i3 When Mandarin narration and animation tracked Mandarin sentences, children looked longer at Mandarin text during animation, t(30) > 5.83, p < .001, d = 2.06, though the main effect of Text Language was only near significant, F(1, 29) = 3.98, p = .056. → Yow 2019 (2)

Evidence¶

Yow 2019¶

Yow, W. Q., & Priyashri, S. (2019). Computerized Electronic Features Direct Children's Attention to Print in Single- and Dual-Language e-Books. AERA Open. https://doi.org/10.1177/2332858419878126

q3 · i3 · causal · r1

Study 1 enhanced English dual-language reading condition (eye-tracking, within-subjects). During animation, mean PLT was 0.86 to English versus 0.14 to Mandarin; children's "PLTE was significantly longer than PLTM when a finger-pointing animation tracked the English sentences."

"Results revealed a significant main effect of Text Language, F(1, 30) = 85.95, p < .001, partial η2 = .74. Children's PLTE was significantly longer than PLTM when a finger-pointing animation tracked the English sentences while a voice read the sentences out loud."

Yow 2019 (2)¶

Yow, W. Q., & Priyashri, S. (2019). Computerized Electronic Features Direct Children's Attention to Print in Single- and Dual-Language e-Books. AERA Open. https://doi.org/10.1177/2332858419878126

q3 · i3 · causal · r1

Study 1 enhanced Mandarin condition: during animation children's "PLT to the target (Mandarin) text was significantly higher than PLT to the English text during animation phase" (d = 2.06), showing multimedia features can override the dominant-language bias for the nondominant language.

"Further analyses revealed that children's PLT to the target (Mandarin) text was significantly higher than PLT to the English text during animation phase, t (30) > 5.83, p < .001, d = 2.06, but this difference was no longer significant after the animation ended"

Discussion¶

Related Claims¶

• Relevancy of emphasized text directs attention and influences test performance — the general claim this finding bears on, with the studies behind it
• The attention-guiding effect of narration-plus-animation is phase-dependent: target-language attention drops significantly after the animation ends — related
• Multimedia features improved story comprehension in dual-language e-books (marginal trend) but not in single-language e-books — related
• Bilingual preschoolers silently reading dual-language e-books attend more to their dominant language (English) than the nondominant language (Mandarin) — related
• Multimedia enhancing features increase attention to print in single-language e-books in both English and Mandarin — related
• Presenting words as spoken narration rather than on-screen text alongside graphics improves learning — related
• Without a competing language, bilingual preschoolers show no preference between English-only and Mandarin-only books during silent reading — related
• Teaching students in a language they understand benefits both language learning and broader learning — a broader claim this one bears on