ABSTRACT Little research has examined young children’s reading preference by text type. We examined 37 children reading, evaluated their reading experience, and surveyed parents for at-home reading practices and parent predictions of their child’s text preference. Framed by social learning theory using a multiple-case study research design, data analysis includes descriptive statistics and multimodal discourse analysis. Though 65% of children chose the digital book, 27% of parent predictions accurately predicted text choice. Discourse and observation analyses show children engage differently between text types. Children’s attention, physical position to the reader, and discourse increased while reading digitally. No child requested to read additional print books whereas 50% who read digitally requested more books. Implications for parents, teachers, and teacher educators support today’s young children as readers.

中文翻译：

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打印还是iPad？与家长预测和家庭实践相比，幼儿的文本类型共享阅读偏好和行为

摘要 很少有研究通过文本类型检查幼儿的阅读偏好。我们检查了 37 名儿童的阅读情况，评估了他们的阅读体验，并调查了父母的家庭阅读实践和父母对孩子文本偏好的预测。以使用多案例研究设计的社会学习理论为框架，数据分析包括描述性统计和多模态话语分析。尽管 65% 的孩子选择了电子书，但 27% 的家长预测准确地预测了文本选择。话语和观察分析表明，儿童在不同文本类型之间的参与程度不同。在数字阅读时，儿童的注意力、对读者的身体位置和话语增加了。没有孩子要求阅读额外的印刷书籍，而 50% 的数字阅读者要求更多的书籍。对父母的影响，