Face-to-face vs. screen-based dialogic reading: a comparative study on language skills in preschool children

Abstract

Dialogic reading is a practical activity for promoting language skills in early childhood. Based on this premise, the current study compares the impact of face-to-face dialogic reading (with and without a face mask) and reading via screen in enhancing preschool children's story comprehension and vocabulary acquisition. This quasi-experimental study was conducted during the ongoing waves of the COVID-19 pandemic. The study sample included 56 preschool children gathered through convenience sampling from the northern and central regions of the country. Findings indicated that story comprehension was higher in face-to-face and pre-recorded dialogic reading than in video chat. This study underscores the importance of face-to-face dialogic reading and its potential role in fostering language skill development. It also highlights that "screen time" can contribute to learning when guided and directed by parents and educators. Further research is needed to explore and clarify the contributions of dialogic reading conducted via video chat.