Increasing Book-Talk and Extending Reading Experiences Among Children with Reading Difficulties: The Role of Augmented Reality Books.
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| Title: | Increasing Book-Talk and Extending Reading Experiences Among Children with Reading Difficulties: The Role of Augmented Reality Books. |
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| Authors: | Alhamad, Kawla1,2 (AUTHOR) k.alhamad@sms.ed.ac.uk, Manches, Andrew1 (AUTHOR), McGeown, Sarah1 (AUTHOR) |
| Source: | Reading Psychology. Jan2026, Vol. 47 Issue 1, p1-25. 25p. |
| Subject Terms: | *Struggling readers, *Educational technology, *Elementary education, *Literacy, Augmented reality, Narration |
| Abstract: | Shared reading and book talk are common activities used to engage elementary school readers, yet can be anxiety provoking for those with reading difficulties. Identifying whether, and how, new technologies can foster more positive reading experiences for children with reading difficulties is therefore essential. This study compared children's book-talk and reading experiences with an Augmented Reality (AR) and non-AR (matched in content) book. In total, 32 UK children (aged 8–10) with reading difficulties participated in dyads in two shared book reading sessions (AR/non-AR book, counterbalanced), with book-talk after each session, followed by a general discussion to learn of the similarities and differences in their AR/non-AR reading experiences. AR books significantly increased the quantity of children's book talk (number of words spoken and sentence length) and many similarities and differences found in children's experiences with the AR and non-AR book. Results are discussed in full, in addition to educational implications. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Shared reading and book talk are common activities used to engage elementary school readers, yet can be anxiety provoking for those with reading difficulties. Identifying whether, and how, new technologies can foster more positive reading experiences for children with reading difficulties is therefore essential. This study compared children's book-talk and reading experiences with an Augmented Reality (AR) and non-AR (matched in content) book. In total, 32 UK children (aged 8–10) with reading difficulties participated in dyads in two shared book reading sessions (AR/non-AR book, counterbalanced), with book-talk after each session, followed by a general discussion to learn of the similarities and differences in their AR/non-AR reading experiences. AR books significantly increased the quantity of children's book talk (number of words spoken and sentence length) and many similarities and differences found in children's experiences with the AR and non-AR book. Results are discussed in full, in addition to educational implications. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02702711 |
| DOI: | 10.1080/02702711.2025.2523056 |
