| Title: |
Exploring the Application of Dialogic Reading Strategies and Mixed Reality Simulations in Supporting Social-Emotional Learning among Young Students in an After-School Setting |
| Language: |
English |
| Authors: |
Amy L. Cook (ORCID 0000-0002-0221-2846); Kristin M. Murphy; Lindsay M. Fallon; Alexis Ervin; Anastasiia Iun; Anna Whitehouse |
| Source: |
Contemporary School Psychology. 2024 28(4):537-551. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
15 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
National Institutes of Health (NIH) (DHHS) |
| Contract Number: |
UL1TR001453 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education |
| Descriptors: |
Reading Strategies; Computer Simulation; Social Emotional Learning; Technology Uses in Education; After School Programs; Elementary School Students; Role Playing; Learning Activities |
| DOI: |
10.1007/s40688-023-00470-8 |
| ISSN: |
2159-2020; 2161-1505 |
| Abstract: |
Research supports the use of engaging young students in shared reading opportunities beyond the school setting to scaffold children's social emotional and academic development. This article describes an exploratory mixed-methods case study examining the application of the Storybooks and Social Hooks (SASH) curriculum, which uses dialogic reading strategies and extension/role-play activities to develop SEL among early elementary students in an after-school setting in the USA. Mixed reality (MR) simulation was also used in curriculum delivery to provide participants with additional and more authentic practice of SEL skills. A pre-post mixed-methods longitudinal case study design was employed to explore preliminary outcomes of SASH program delivery with MR simulation on social-emotional development. Direct behavior rating (DBR) was collected across all sessions and phases of study implementation. In addition, interviews with students and caretakers were conducted to explore perceived benefits of the intervention and service outcomes. Findings suggest that dialogic reading with extension/role-play activities is a helpful strategy to develop SEL, and the added use of MR simulation may further aid with scaffolding SEL development in young students. Implications for educational research and practice that involves combining dialogic reading with MR simulation among elementary-aged children to promote SEL are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1450170 |
| Database: |
ERIC |