Hyperconnectivity during screen-based stories listening is associated with lower narrative comprehension in preschool children exposed to screens vs dialogic reading: An EEG study.

ABSTRACT:

Objectives

Dialogic reading (DR) is a shared storybook reading intervention previously shown to have a positive effect on both literacy and general language skills. The aim of this study was to examine the effect of DR compared to screen-based intervention on electrophysiological markers supporting narrative comprehension using EEG.

Methods

Thirty-two typically developing preschoolers, ages 4 to 6 years, were assigned to one of two intervention groups: Dialogic Reading Group (DRG, n = 16) or Screen Story Group (SSG, n = 16). We examined the effect of intervention type using behavioral assessment and a narrative comprehension task with EEG.

Results

The DRG showed improved vocabulary and decreased functional connectivity during the stories-listening task, whereas the SS

SUBMITTER: Farah R 

PROVIDER: S-EPMC6874384 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature