Shared, dialogue-based reading with books vs tablets in early childhood education and care: Protocol for a mixed-methods intervention study

This paper presents the study protocol for a research project assessing the appropriateness of picture book apps in shared reading with young children. An intervention study was carried out in six ECEC institutions, comparing teachers' (N = 12) and children's (N = 72; M = 57.2 months) engagement during reading with print books and apps. The study has a mixed methods design, supplementing video data with questionnaires, focus group interviews, and reflection logs. Aiming for an ecologically valid setting, the reading is carried out with groups of children. Outcome measures include verbal and nonverbal engagement during reading. Results are relevant to teachers, teacher education, policy makers, and researchers interested in the impact of digital technologies on reading with young children.