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Wirth, Astrid; Ehmig, Simone C.; Heymann, Lukas and Niklas, Frank ORCID logoORCID: https://orcid.org/0000-0002-3777-7388 (2020): Promising interactive functions in digital storybooks for young children. In: Rohlfing, Katharina J. and Müller-Brauers, Claudia (eds.) : International Perspectives on Digital Media and Early Literacy: The Impact of Digital Devices on Learning, Language Acquisition and Social Interaction. Routledge Research in Early Childhood Education, 1. Auflage. London; New York: Routledge; Taylor & Francis. pp. 105-121

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Nowadays, smartphones and tablet computers are very common in European families. Consequently, such devices are frequently available for young children from a very early age. Engaging with these new technologies at home or at a childcare center offers a range of opportunities to promote children’s literacy competencies using e-books and storybook apps. In this chapter, we aim to outline how the use of digital media can address and motivate children, and in particular, children in need of literacy support. To this end, we review the current literature and results of relevant studies. First, we try to identify reasons why children differ consistently in their reading comprehension skills, how such differences develop in early childhood, and which groups are in additional need of support. Then, we discuss children’s digital home learning environments and the possibilities of reading with digital media in early childhood. Finally, we conclude by discussing practical implications for the use of digital media with children in educational contexts.

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