Flack, Zoe ORCID: https://orcid.org/0000-0001-8123-5589 and Horst, Jessica S. (2017) Two sides to every story: Children learn words better from one storybook page at a time. Infant and Child Development, 27 (1). e2047.

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Abstract

Two experiments tested how the number of illustrations in storybooks influences 3.5‐year‐old children's word learning from shared reading. In Experiment 1, children encountered stories with two regular‐sized A4 illustrations, one regular‐sized A4 illustration, or one large‐sized A3 illustration (in the control group) per spread. Children
learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2, a gesture was added to guide children's attention to the correct page in the 2‐illustration condition. Children who saw two illustrations
with a guiding gesture learned words as well as children who
had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks.
Highlights:
• This study demonstrates that the number of illustrations in storybooks influences rate of word learning.
• Children who see only 1 illustration at a time learn more words from storybooks. Children who see 2 illustrations at a time do not learn words from storybooks. When a supporting gesture is added, children can learn words in the presence of 2 illustrations.
• Extraneous information hinders word learning from storybooks.

Item Type:	Article
Status:	Published
DOI:	10.1002/icd.2047
Subjects:	B Philosophy. Psychology. Religion > BF Psychology > BF712-724.85 Developmental psychology L Education > L Education (General)
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/15519

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