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Using multimodal literacy and sociocultural theory, the study analyzes buddy reading behaviors of 53 children (ages 5–6) while reading app books. Multivariate mixed response analysis shows that monitoring behaviors (questioning, drawing attention, debating, negotiating) predict higher inference/critical thinking and vocabulary meaning generation, while triad buddy reading yields lower individual-prompted retelling than dyads. Findings emphasize promoting monitoring and considering group size.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-relationship-between-kindergarteners-buddy-reading-and-individual-comprehension-of-interactive-app-books-article/589911/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-relationship-between-kindergarteners-buddy-reading-and-individual-comprehension-of-interactive-app-books-article/589911.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study investigate between buddy reading and later comprehension?","Question",{"text":112,"@type":113},"It examines how kindergarteners’ buddy reading behaviors with interactive app books relate to their subsequent individual reading behaviors and comprehension outcomes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which buddy reading behaviors were linked to better comprehension results?",{"text":117,"@type":113},"Monitoring behaviors—such as asking questions, drawing attention to content, debating, and negotiating—were associated with higher inference/critical thinking and vocabulary meaning generation scores.",{"name":119,"@type":110,"acceptedAnswer":120},"How does group size (triads vs. dyads) affect individual retelling?",{"text":121,"@type":113},"Buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589911,1792210467,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJuly-September 2019, Vol. 5, No. 3, pp. 1–17 DOI: 10. 1177/2332858419869343  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nExploring the Relationship Between Kindergarteners’Buddy Reading and Individual Comprehension of Interactive App Books  \nX. Christine Wang  \nState University of New York at Buffalo  \nTanya Christ  \nOakland University  \nMing Ming Chiu  \nThe Education University of Hong Kong  \nEkaterina Strekalova-Hughes  \nUniversity of Missouri at Kansas City  \nInteractive app books are increasingly part of young children’s literacy ecosystem. However, most previous studies examined buddy reading with traditional print books or CD-ROM books. Little is known about whether and how buddy reading with app books might be related to subsequent individual reading. To address this, informed by multimodal literacy and sociocultural theories, we investigated how 53 kindergarteners’(ages 5–6 years) buddy reading behaviors were related to their subsequent individual reading behaviors and comprehension outcomes while reading app books. Multivariate mixed response analysis yielded these findings: (1) buddy reading monitoring behaviors (asked questions, drew attention to book content, debated, or negotiated) were associated with higher inference/critical thinking and vocabulary meaning generation scores;  \n(2) buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads. The findings highlight the importance of promoting monitoring during buddy reading and paying attention to group size.  \nKeywords: early childhood, comprehension, vocabulary, multimodal digital books, app books  \nIntroduction  \nMultimodal digital texts, such as interactive app books on iPad, are increasingly being used both at home and in school with young children (Blackwell, Wartella, Lauricella, & Robb, 2015; Kabali et al., 2015; Rideout, 2017; Shuler, 2012) . Interactive app books integrate multiple modes of information (e.g., images, sounds, and animations) and contain features (e.g., hotspots, navigation, etc.) that can be activated by touching the screen. Reading app books involves strategically using multiple modes of information and features, across diverse pathways, to make meaning with them; and thus, it differs from reading traditional print texts (Christ, Wang, Chiu, & Cho, 2019; Kress, 2010; Wolfe & Flewitt, 2010) . Consider the transcript below, in which two kindergarteners, Benny and Gail (all names are pseudonyms), read the interactive iPad app book Barnyard Dance together.  \n[Episode 1. Benny and Gail buddy reading Barnyard Dance.]  \n1. iPad: (Reads aloud) Stand with the donkey. Slide with the sheep. Scramble with the little chicks—cheep, cheep, cheep!  \n2. Benny: (Presses the chicks in the illustration)  \n3. iPad: (Hotspot activates chicks running in all directions)  \n4. Benny: Look it! (Pointing to the chicks running)  \n5. Gail: Wait, wait—stop a sec! (She’s leaning in and wanting her partner to let her press the chicks)  \n6. Benny: (Moves back so Gail can have a turn pressing the hotspot)  \n7. Gail: (Presses the chicks)  \n8. iPad: (Hotspot activates chicks running in all directions again)  \n9. Benny: (Moves the iPad back toward him] Slide [drags the arrow under the text “Slide with the sheep.”)  \n10. iPad: (Sliding the arrow activates the sheep appearing on the page)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([ht","cbCainXtujZPzFow","https://ap.wps.com/l/cbCainXtujZPzFow","pdf",478702,17,"English","# Introduction\n## Study focus and theoretical framing\n## Episode illustration of buddy reading with interactive app books\n## Comparison with prior buddy-reading studies\n## Research gap and study aims","[{\"question\":\"What relationship does the study investigate between buddy reading and later comprehension?\",\"answer\":\"It examines how kindergarteners’ buddy reading behaviors with interactive app books relate to their subsequent individual reading behaviors and comprehension outcomes.\"},{\"question\":\"Which buddy reading behaviors were linked to better comprehension results?\",\"answer\":\"Monitoring behaviors—such as asking questions, drawing attention to content, debating, and negotiating—were associated with higher inference/critical thinking and vocabulary meaning generation scores.\"},{\"question\":\"How does group size (triads vs. dyads) affect individual retelling?\",\"answer\":\"Buddies who read in triads had lower individual-prompted retelling scores than buddies who read in dyads.\"}]","Exploring the Relationship Between Kindergarteners’ Buddy Reading and Individual Comprehension of Interactive App Books - Article | PDF",1792068383,43]