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Computerized Electronic Features Direct Children’s Attention to Print in Single- and Dual-Language e-Books
16 references·1 citing·42 second hop
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References

  • 1986Mental Representations: A Dual Coding Approach5,111 cited
  • 2003Nine Ways to Reduce Cognitive Load in Multimedia Learning4,353 cited
  • 1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,511 cited
  • 1998English as a global language1,268 cited
  • 2005Implications of Cognitive Load Theory for Multimedia Learning752 cited
  • 2005Cognitive load in hypertext reading: A review576 cited
  • 2010Handbook of Reading Research538 cited
  • 1961Reading a Foreign Language489 cited
  • 2014Affordances and limitations of electronic storybooks for young children's emergent literacy383 cited
  • 2005The Animation and Interactivity Principles in Multimedia Learning366 cited
  • 2005What Children Are Looking at During Shared Storybook Reading342 cited
  • 2004Psychology of News Decisions335 cited
  • 2013Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era335 cited
  • 2006Learning What Feelings to Desire: Socialization of Ideal Affect Through Children's Storybooks314 cited
  • 1987Explaining School Failure, Producing School Success: Two Cases308 cited

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1997
Personal Storytelling as a Medium of Socialization in Chinese and American Families
293 cited

Cited by

  • 2021The effect of visual cues in e-books on pre-K children’s visual attention, word recognition, and comprehension: An eye tracking study21 cited