Touch screen tablets and story book apps provide opportunities for teachers to support young children’s shared reading experiences. Much research has examined the benefits of digital book reading in children’s learning. However, less is known about how very young children engage with and learn from interactive story book apps and how teachers support these early reading experiences. The case study reported on here was conducted in the north of England and explored how one teacher scaffolded a young child’s learning and interactions during shared reading of a story book app (Three Little Pigs) in her early years classroom. The teacher used a wide range of words, repetition, and questioning strategies to engage the child with the story content and maintain her interest which provided a positive experience for the child. The teacher also offered encouragement and technical assistance to scaffold learning. These important teacher supports afforded opportunities for the child to learn about language and literacy in meaningful ways with a digital device. This generates practical recommendations on how early childhood teachers can effectively engage young children with story book apps in the classroom.

触摸屏平板电脑和故事书应用程序为教师提供了机会，以支持幼儿的共享阅读体验。许多研究已经检验了数字书籍阅读对儿童学习的好处。但是，对于年幼的孩子如何与交互式故事书应用互动以及从中学习以及教师如何支持这些早期阅读体验知之甚少。此处报道的案例研究是在英格兰北部进行的，探讨了一位老师在共享阅读故事书应用程序（三只小猪）时如何搭建幼儿的学习和互动）在她早年的课堂上。老师运用各种各样的单词，重复和提问策略，使孩子了解故事内容并保持其兴趣，这为孩子提供了积极的经历。老师还为脚手架学习提供了鼓励和技术帮助。这些重要的老师支持为孩子提供了通过数字设备以有意义的方式学习语言和识字的机会。这提出了有关幼儿教师如何在教室中通过故事书应用程序有效地与幼儿互动的实用建议。