Turning the Page: Increasing Young Children's Preference for Looking at and Engaging with Books
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| Title: | Turning the Page: Increasing Young Children's Preference for Looking at and Engaging with Books |
|---|---|
| Language: | English |
| Authors: | Katharine Loomis (ORCID |
| Source: | Journal of Applied Behavior Analysis. 2026 59(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Young Children, Preferences, Books, Childhood Interests, Preschool Children, Disabilities, Intervention |
| DOI: | 10.1002/jaba.70051 |
| ISSN: | 0021-8855 1938-3703 |
| Abstract: | Although many studies have focused on teaching components of reading (blending, fluency), fewer studies have evaluated how children become interested in looking at and engaging with books. In this study, we evaluated the effects of a continuous reinforcement procedure on children's preference for engaging with books using a concurrent multiple-probe-across-participants design. The procedure involved providing rich social interactions and reinforcers when children engaged with books. Across two experiments and six preschool participants with disabilities, we observed children who rarely engaged with books before the intervention shift their preference to book engagement following the intervention. These outcomes were observed both in the intervention and naturalistic play settings, including during maintenance probes. Additionally, in Experiment 2, children's performance task behavior increased when books were presented as a consequence during a performance task. The outcomes are discussed in terms of promoting preference for book stimuli in the context of typical and instructional contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494537 |
| Database: | ERIC |
| Abstract: | Although many studies have focused on teaching components of reading (blending, fluency), fewer studies have evaluated how children become interested in looking at and engaging with books. In this study, we evaluated the effects of a continuous reinforcement procedure on children's preference for engaging with books using a concurrent multiple-probe-across-participants design. The procedure involved providing rich social interactions and reinforcers when children engaged with books. Across two experiments and six preschool participants with disabilities, we observed children who rarely engaged with books before the intervention shift their preference to book engagement following the intervention. These outcomes were observed both in the intervention and naturalistic play settings, including during maintenance probes. Additionally, in Experiment 2, children's performance task behavior increased when books were presented as a consequence during a performance task. The outcomes are discussed in terms of promoting preference for book stimuli in the context of typical and instructional contexts. |
|---|---|
| ISSN: | 0021-8855 1938-3703 |
| DOI: | 10.1002/jaba.70051 |
