ISSN 1671-3710
CN 11-4766/R

心理科学进展 ›› 2023, Vol. 31 ›› Issue (5): 759-768.doi: 10.3724/SP.J.1042.2023.00759

• 研究前沿 • 上一篇    下一篇


吴秀英, 李菲菲, 刘宝根()   

  1. 浙江师范大学儿童发展与教育学院, 杭州 311231
  • 收稿日期:2022-03-16 出版日期:2023-05-15 发布日期:2023-02-13
  • 通讯作者: 刘宝根
  • 基金资助:

The contribution of dictionary interactivity on young children’s electronic picture book reading

WU Xiuying, LI Feifei, LIU Baogen()   

  1. School of Child Development and Education, Zhejiang Normal University, Hangzhou 311231, China
  • Received:2022-03-16 Online:2023-05-15 Published:2023-02-13
  • Contact: LIU Baogen


电子图画书阅读是儿童使用数字媒体的重要内容。相比纸质图画书, 互动是电子图画书最重要的特征, 而词典互动则是电子图画书中最常见的互动特征之一。本文从阅读参与度、词汇习得和阅读理解三个方面, 梳理和总结词典互动对儿童电子图画书阅读的影响。梳理已有研究可见:(1)在阅读参与度上, 词典互动让电子图画书有着与纸质书相似的阅读效果, 但未能表现出明显优势, 未来研究可能需要进一步结合诸如眼动、生物反馈仪等手段对阅读参与度进行更加客观的评估; (2)在词汇习得上, 有词典互动的电子图画书能够提供类似成人伴读纸质书时的词汇互动与指导效果。与无词典互动的电子图画书相比, 词典互动能显著促进儿童的词汇习得。动态词典互动, 尤其是在呈现目标词文本的动态词典互动中, 儿童的词汇习得水平更高。词典互动能促进特殊需要儿童的词汇习得, 但对不同社会经济地位和已有词汇能力的儿童, 其效果仍有争议; (3)在阅读理解上, 词典互动的作用仍不够明确, 这可能与研究设计、阅读理解的测量方法不同有关。未来研究可从阅读内容的难度与类型、词典互动的方式与水平、儿童的个体差异等方面进一步探究词典互动的作用, 并探讨词典互动影响儿童电子图画书阅读的认知加工机制。

关键词: 词典互动, 电子图画书, 阅读参与度, 词汇习得, 阅读理解


In the digital era, young children have become increasingly exposed to electronic picture books, both at home and in educational settings. Most electronic picture books are programmed to be interactive such as being functional with dictionary interactivity. Dictionary interactivity provides young children an explanation of the word and clarifies its meaning with the animation. The effect of dictionary interactivity on picture book reading among young children has been the focus of research for the past two decades. To summarize the contribution of dictionary interactivity on the young children’s reading engagement, vocabulary learning and story comprehension, we conducted a systematic review of the literature.
This review identified that the dictionary interactivity facilitates young children’s engagement in reading electronic picture books. With the support of dictionary interactivity, young children achieve similar results in reading electronic picture books as they engaged in shared reading with adults with hardcopy picture books. Compared to traditional pictures books, the advantage of electronic books with dictionary interactivity in promoting children’ engagement is not obvious. We propose that this result is partially due to the assessments of children’s reading engagement in previous studies that lack objectiveness.
In terms of vocabulary learning, the review found the dictionary interactivity offer the similar educational affordance as print picture book on vocabulary learning. Young children reading electronic picture book with dictionary interactivity learn more words that appear in the book, and young children progressed the most after reading the electronic picture book with dynamic dictionary and the printed focal words. The effectiveness of dictionary interactivity in the support of vocabulary learning among children with special needs is well recognized, yet its effect on children from different socioeconomic status remains debatable. Inconsistent findings exist in different empirical studies regarding the effect of dictionary interactivity on children’s story comprehension. It is difficult to draw a conclusion due to the research design and the assessment of story comprehension that varied in previous studies. The factors including the content of text, the means of interactions with dictionary interactivity during reading, and children’s individual differences were identified that may impact the effect of dictionary interactivity on children’s reading comprehension. Findings are discussed in relation to the cognitive load theory and multi-media learning theory.
This review proposed a few revenues for future studies. Firstly, to assess children’s reading engagement more effectively, the application of eye-trackers and bio-feedback instrument in future research may help to achieve more solid evidence. Secondly, in addition to explore the content of text and types of vocabulary that have impact on children’s vocabulary learning with dictionary interactivity, the factors relating to children’s initiative and the complexity of dictionary interactivity merit further exploration. Thirdly, intervention study is necessary to promote young children’s reading engagement, vocabulary learning and story comprehension, based on their individual characteristics. Finally, most existing research focuses on one aspect of children reading experiences (reading engagement, vocabulary acquisition, reading comprehension) that are associated with the function of dictionary interactivity, yet little attention focuses on the mechanisms underpinning the factors that impact the three different aspects in general. Future research that explores the underlying mechanisms form maximizing the function of dictionary interactivity in promoting reading experiences with electronic picture books is needed.

Key words: dictionary interactivity, electronic picture book, reading engagement, vocabulary learning, reading comprehension