ABSTRACT Teachers are increasingly using new technologies such as tablets and apps during shared reading experiences at preschool. However, little is known about how teachers scaffold young children’s shared reading with interactive e-books such as tablet-based storybook apps and how it compares to using printed books. In this observational study, a teacher read a storybook app to children ages 2 to 4 years (N = 13) individually or in a small group using an iPad. The same storybook was read to children in printed book form. The teacher’s utterances were coded into three types of scaffolding behaviors (cognitive, affective, and technical). Scaffolding was observed for both the storybook app and the printed storybook. The frequency of cognitive scaffolding was similar across both the storybook app and the printed storybook. However, the frequency of affective and technical scaffolding was higher with the storybook app than with the printed storybook. The teacher made more utterances and spent a longer time reading the storybook app than the printed book. The findings suggest that affective and technical scaffolding may be important factors to consider during a shared reading with storybook apps.

中文翻译：

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通过故事书应用程序和印刷书籍的学龄前儿童共享阅读的老师脚手架

摘要教师在学龄前的共享阅读体验中越来越多地使用平板电脑和应用程序等新技术。但是，对于教师如何利用交互式电子书（如基于平板电脑的故事书应用程序）支持幼儿的共享阅读以及与使用印刷书籍的比较，人们所知甚少。在这项观察性研究中，老师使用iPad为2至4岁（N = 13）的儿童单独或分成小组阅读了一个故事书应用。相同的故事书以印刷书的形式读给孩子们。教师的话语被编码为三种脚手架行为（认知，情感和技术行为）。故事书应用程序和印刷故事书都观察到了脚手架。在故事书应用程序和印刷故事书中，认知支架的发生频率相似。然而，故事书应用程序的情感和技术支架的频率要高于印刷故事书。与印刷版书相比，老师讲了更多话，花了更长的时间阅读故事书应用。研究结果表明，情感和技术支架可能是与故事书应用共享阅读时要考虑的重要因素。