Armand, F., & Dagenais, D. (2005). Languages and immigration: Raising awareness of language and linguistic diversity in schools. Canadian Issues, Spring, 99-102.

Barton, A., Bragg, J., & Serratrice, L. (2009). “Discovering Language” in primary school: An evaluation of a language awareness programme. Language Learning Journal, 37(2), 145-164.

Ben Maad, M. R. (2016). Awakening young children to foreign languages: Openness to diversity highlighted. Language, Culture and Curriculum, 29(3), 319-336. 

Ben Maad, M. R. (2019). Any role for foreign languages in promoting children’s critical thinking? The case of stereotyping. Language Awareness, 29(1), 60-77.

Ben Maad, M. R. (2022). Early-year awakening to languages: A spotlight on motivation. Journal of Research in Applied Linguistics, 13(1), 3-14.

Brumen, M. (2011). The perception of and motivation for foreign language learning in pre‐school. Early Child Development and Care, 181(6), 717-732.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Candelier M. (Ed.) (2004). Janua linguarum – The gateway to languages. The introduction of language awareness into the curriculum: Awakening to languages. European Centre for Modern Languages, Council of Europe Publishing.
Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.). (2001). Looking beyond second language acquisition: Studies in tri- and multilingualism. Stauffenberg Verlag.

Coelho, D., Andrade, A. I., & Portugal, G. (2018). The “Awakening to Languages” approach at preschool: Developing children's communicative competence. Language Awareness, 27(3), 197–221.

Derman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children.

Hawkins, E. (1984). Awareness of language: An introduction. Cambridge University Press.

Hawkins, E. (1999). Foreign language study and language awareness. Language Awareness, 8(3&4), 124-142.

Hawkins, E. (2005). Out of this nettle, drop-out, we pluck this flower, opportunity: Rethinking the school foreign language apprenticeship. The Language Learning Journal, 32, 4–17.

Huang, B. (2015). A synthesis of empirical research on the linguistic outcomes of early foreign language instruction. International Journal of Multilingualism, 13(3),1-17. 

Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh University Press. https://ebookcentral.proquest.com/lib/kxp/detail.action?docID=264957 

Kearney, E., & Ahn, S.-Y. (2013). Awakening to world languages: Intercultural awareness in very young learners. Learning Languages, 18(2), 44-48.

Kearney, E., & Ahn, S.-Y. (2014). Preschool world language learners’ engagement with language: What are the possibilities? Language Awareness, 23(4), 319-333. 

Kearney, E., & Barbour, A. (2015). Embracing, contesting and negotiating new languages: Young children's early socialization into foreign language learning. Linguistics and Education, 31, 159-173.

Lourenço, M., & Andrade, A. I. (2014). Promoting phonological awareness in pre-primary education: possibilities of the “awakening to languages” approach. Language Awareness, 23(4), 304-318.

Lourenço, M., & Andrade, A. I. (2014). Promoting phonological awareness in pre-primary education: possibilities of the ‘awakening to languages’ approach. Language Awareness, 23(4), 304–318. https://doi.org/10.1080/09658416.2013.783585

Lourenço, M., & Andrade, A. I. (2015). Languages and diversity in pre-primary education: Towards a broader and integrated approach. In S. Mourão & M. Lourenço (Eds.), Early years second language education: International perspectives on theories and practice (pp. 120-136). Routledge.

Lourenço, M., & Andrade, A. I. (2018). Embracing diversity in early years’ settings: Challenges and opportunities for teacher professional development. In D. Conrad & S. Blackman (Eds.), Responding to learner diversity and learning difficulties (pp. 3-23). Information Age Publishing.

Mourão, S., & Lourenço, M. (Eds.). (2015). Routledge research in early childhood education. Early years second language education: International perspectives on theory and practice. Routledge. 
Murphy, V., & Evangelou, M. (Eds.). (2016). Early childhood education in English for speakers of other languages. British Council. 

Svalberg, A. M.-L. (2007). Language awareness and language learning. Language Teaching, 40(4), 287–308. https://doi.org/10.1017/S0261444807004491

Svalberg, A. M.-L. (2012). Language awareness in language learning and teaching: A research agenda. Language Teaching, 45, 376-388.

Svalberg, A. M.-L. (2016). Language Awareness research: where we are now. Language Awareness, 25(1-2), 4–16. https://doi.org/10.1080/09658416.2015.1122027

Young, A., & Helot, C. (2003). Language Awareness and/or language learning in French primary schools today. Language Awareness, 12(3&4), 234–246.

Alstad, G.T., & Mourão, S. (2021). Research into multilingual issues in ECEC contexts: proposing a transdisciplinary research field. European Early Childhood Education Research Journal, 29(3), 319-335. https://doi.org/10.1080/1350293X.2021.1928845

Butler, Y.G. (2023a). Considerations for research methods to study child second language development. In Y. G. Butler & B. H. Huang (Eds.), Research methods for understanding child second language development (pp. 186-200). Routledge.  

Butler, Y.G., & Huang, B.H. (2023). Research methods for understanding child second language development. Routledge.

Chesworth, L. (2018). Embracing uncertainty in research with young children. International Journal of Qualitative Studies in Education, 31(9), 851–862. https://doi.org/10.1080/09518398.2018.1499982

Davies, B. (2014). Listening to children: Being and becoming. Routledge.

Dockett, S., Einarsdóttir, J., & Perry, B. (2012). Young children’s decisions about research participation: opting out. International Journal of Early Years Education, 20(3), 244–256. https://doi.org/10.1080/09669760.2012.715405

Flewitt, R. (2005). Conducting research with young children: Some ethical considerations. Early Child Development and Care, 175(6), 553–565. https://doi.org/10.1080/03004430500131338

Gallacher, L.-A., & Gallagher, M. (2008). Methodological immaturity in childhood research?: Thinking through ‘participatory methods’. Childhood, 15(4), 499-516. https://doi.org/10.1177/0907568208091672

Hirosawa, E., & Oga-Baldwin, W. L. Q. (2023). Surveys and questionnaires with young language learners. In Y. G. Butler, & B. H. Huang (Eds.), Research methods for understanding child second language development (pp. 33-48). Routledge. 

Koch, A. B. (2021). Children as participants in research. Playful interactions and negotiation of researcher-child relationships. Early Years, 41(4), 381-395. https://doi.org/10.1080/09575146.2019.1581730

Kuchah, H. K., & Pinter, A. (2012). Was this an interview? Breaking the power barrier in adult-child interviews in an African context. Issues in Educational Research, 22(3), 283–297. https://iier.org.au/iier22/kuchah.html

Martinovic, D., Wiebe, N., Ratkovic, S., Willard-Holt, C., Spencer, T., & Cantalini-Williams, M. (2012). ‘Doing research was inspiring’: building a research community with teachers. Educational Action Research, 20(3), 385–406. https://doi.org/10.1080/09650792.2012.697402

McKechnie, L. (2000). Ethnographic observation of preschool children. Library & Information Science Research, 22(1), p. 61-76. https://doi.org/10.1016/S0740-8188(99)00040-7  

Montrul, S., Morales-Reyes, A., & Arechabaleta Regulez, B. (2023). Receptive methods in child bilingualism and second language acquisition. In Y. G. Butler & B. H. Huang (Eds.), Research methods for understanding child second language development (pp. 102-120). Routledge.   

Mourão, S. (2019). Research into the teaching of English as a foreign language in early childhood education and care. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 425-440). Routledge.

Mukherji, P., & Albon, D. (2018). Research methods in early childhood. An introductory guide (3rd ed.). Sage.

Nikolov, M., & Lugossy, R. (2022). A critical overview of research methods used in studies on early foreign language education in preschools. In M. Schwartz (Ed.), Handbook of early language education (pp. 1–37). Springer.

O’Kane, C. (2008). The development of participatory techniques: Facilitating children’s views about decisions which affect them. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (pp. 125–155). Routledge.

Oliver, R., & Azkarai, A. (2017). Review of child Second Language Aquisition (SLA): Examining theories and research. Annual Review of Applied Linguistics, 37, 62-76. https://doi.org/10.1017/S0267190517000058

Owen, K., & Barnes, C. (2020, October 20). Conducting research with young children: Time to consider the participants of early childhood research and modernise the methodology. Springer Nature Research Communities. https://communities.springernature.com/posts/conducting-research-with-young-children

Palaiologou, I. (2014). ‘Do we hear what children want to say?’ Ethical praxis when choosing research tools with children under five. Early Child Development and Care, 184(5), 689-705. https://doi.org/10.1080/03004430.2013.809341

Pinter, A. (2014). Child participant roles in applied linguistics research. Applied Linguistics, 35(2), 168-183. https://doi.org/10.1093/applin/amt008

Pinter, A. (2019). Research issues with young learners. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 411–424). Routledge.

Pinter, A. (2023). Engaging children in applied linguistics research. Cambridge University Press.

Pinter, A., & Kuchah, K. (2021). Ethical and methodological issues in researching young language learners in school contexts. Multilingual Matters.

Qi, C., Cao, C., & Huang, R. (2023). Teacher learning through collaboration between teachers and researchers: A case study in China. International Journal of Science and Mathematics Education, 1-20. https://doi.org/10.1007/s10763-021-10241-7

Sayer, P., & Ataei, S. (2023). Observation and ethnographic methods for researching young learners. In Y. G. Butler & B. H. Huang (Eds.), Research methods for understanding child second language development (pp. 11-32). Routledge.

Scott, J. (2000). Children as respondents: The challenge for quantitative methods. In P. Christensen & A. James (Eds.), Research with children: Perspectives and practices (pp. 98–119). Falmer Press.

United Nations Convention. (1989). The UN convention on the rights of the child. United Nations. https://www.unicef.org/child-rights-convention/convention-text

Wagner, J. (1997). The unavoidable intervention of educational research: A framework for reconsidering researcher-practitioner cooperation. Educational Researcher, 26(7), 13-22. https://doi.org/10.3102/0013189X026007013

Griva, E. & Sivropoulou, R. (2009). Implementation and evaluation of an early foreign language learning project in kindergarten. Early Childhood Education Journal, 37(1), 79-87.

Ioannou-Georgiou, S. (2015). Early language learning in Cyprus: Voices from the classroom. In S. Mourão & M. Lourenço (Eds.), Early years second language education: International perspectives on theory and practice (pp. 95-108). Routledge.

Portiková, Z. (2015). Pre-primary second language education in Slovakia and the role of teacher training programmes. In S. Mourão & M. Lourenço (Eds.), Early years second language education: International perspectives on theories and practice (pp. 177–188). Routledge.

Robinson, P., Mourão, S., & Kang, N. J. (2015). English learning areas in pre-primary classrooms: An investigation of their effectiveness. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_English%20learning%20areas%20in%20pre-primary%20classrooms.pdf 

Thieme, A. M. M., Hanekamp, K., Andringa, S., Verhagen, J., & Kuiken, F. (2021). The effects of foreign language programmes in early childhood education and care: A systematic review. Language, Culture, and Curriculum, 35(3), 334-351.

General technology & children

American Academy of Pediatrics. (2016). Children and adolescents and digital media. https:// pediatrics.aappublications.org/content/138/5/e20162593 

Chaudron, S., Di Gioia, R., & Gemo, M. (2018). Young children (0–8) and digital technology: A qualitative study across Europe. EUR 29070.https://doi.org/10.2760/294383

The Scottish Government. (2015). Literature review on the impact of digital technology on learning and teaching. https://dera.ioe.ac.uk/24843/1/00489224.pdf 

van Daal, V., & Sandvik, J.M. (2013). The effects of multimedia on early literary development of children at risk: A meta-analysis. In A. Shamir & O. Korat (Eds.), Technology as a support for literacy achievements for children at risk (pp. 73–119). Springer.

van Daal, V.H.P., Sandvik, J.M., & Adér, H.J. (2019). A meta-analysis of multimedia applications: How effective are interventions with e-books, computer assisted instruction and TV/Video on literacy learning? In J.E. Kim & B. Hassinger-Das (Eds.), Reading in the digital age: Young children’s experiences with e-books (pp. 259–296). Springer. https://doi.org/10.1007/978-3-030-20077-0_14 

Children & TV/video

Alexiou, T. (2015). Vocabulary uptake from Peppa pig: A case study of preschool EFL learners in Greece. In C. Gitsaki & T. Alexiou (Eds.), Current issues in second/foreign language teaching and teacher development: Research and practice (pp. 285–301). Cambridge Scholars Publishing. 

Alexiou, T., & Kokla, N. (2018). Cartoons that make a difference: A linguistic analysis of Peppa Pig. Journal of Linguistics and Education Research, 1(1), 24–30. https://doi.org/10.30564/jler.v1i1.314 

Anderson, D.R., & Hanson, K.G. (2010). From blooming, buzzing confusion to media literacy: The early development of television viewing. Developmental Review, 30, 239–255. https://doi.org/10.1016/j.dr.2010.03.004 

Anderson, D.R., & Pempek, T.A. (2005). Television and very young children. American Behavioral Scientist, 48(5), 505–522. https://doi.org/10.1177/0002764204271506 

Auxier, B., Anderson, M., Perrin, A., & Turner, E. (2020). Parenting children in the age of screens. https://www.pewresearch.org/internet/2020/07/28/parenting-children-in-the-age -of-screens/ 

Barr, R. (2010). Transfer of learning between 2D and 3D sources during infancy: Information theory and practice. Developmental Review, 30(2), 128–154. https://doi.org/10.1016/j.dr.2010.03.001 

Chonchaiya, W., & Pruksananonda, C. (2008). Television viewing associates delayed language development. Acta Paediatrica, 97(7), 977–982. https://doi.org/10.1111/j.1651-2227.2008.00831.x 

Close, R. (2004). Television and language development in the early years: A review of the literature. https://cdn.literacytrust.org.uk/media/documents/2004_04_01_free_research _-_television_and_early_language_development_review_DXQ8Gw1.pdf 

Danielson, K., Wong, K.M., & Neuman, S.B. (2019). Vocabulary in educational media for preschoolers: A content analysis of word selection and screen-based pedagogical supports. Journal of Children and Media, 13(3), 345–362. https://doi.org/10.1080/17482798.2019.1585892 

Duch, H., Fisher, E.M., Ensari, I., Font, M., Harrington, A., Taromino, C., Yip, J., & Rodriguez, C. (2013). Association of screen time use and language development in Hispanic toddlers: A cross-sectional and longitudinal study. Clinical Pediatrics, 52(9), 857–865. https://doi.org/10.1177/0009922813492881 

Krcmar, M., & Cingel, D. P. (2019). Do young children really learn best from the use of direct address in children’s television? Medica Psychology, 22(1), 152–171. https://doi.org/10.1080/15213269.2017.1361841 

Krcmar, M., Grela, B., & Lin, K. (2007). Can toddlers learn vocabulary from television? An experimental approach. Media Psychology, 10(1), 41–63. https://doi.org/10.1080/15213260701300931 

Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American Behavioral Scientist, 48(5), 624–645.https://doi.org/10.1177/0002764204271505

Roseberry, S., Hirsh-Pasek, K., Parish-Morris, J., & Golinkoff, R.M. (2009). Live action: Can young children learn action verbs from video? Child Development, 80, 1360–1375. https://doi.org/10.1111/j.1467-8624.2009.01338.x 

Scheffler, P., Jones, C., & Domińska, A. (2021). The Peppa Pig television series as input in pre- primary EFL instruction: A corpus-based study. International Journal of Applied Linguistics, 31, 3–17. https://doi.org/10.1111/ijal.12298 

Schmidt, M E., Pempek, T.A., Kirkorian, H.F., Lund, A.F., & Anderson, D.R. (2008). The effects of background television in the toy play behavior of very young children. Child Development, 79, 1137–1151. https://doi.org/10.1111/j.1467-8624.2008.01180.x 

Schmidt, M. E., Rich, M., Rifas-Shiman, S. L., Oken, E., & Taveras, E. M. (2009). Television viewing in infancy and child cognition at 3 years of age in a US cohort. Pediatrics, 123(3), e370–e375. https://doi.org/10.1542/peds.2008-3221 

Sims, C. E., & Colunga, E. (2013). Parent–child screen media co-viewing: Influences on toddlers’ word learning and retention. Proceedings of the Annual Meeting of the Cognitive Science Society, 35(35), 1324–1329. https://cogsci.mindmodeling.org/2013/papers/0252 /paper0252.pdf 

Strouse, G.A., O’Doherty, K., & Troseth, G.L. (2013). Effective coviewing: Preschoolers’ learning from video after a dialogic questioning intervention. Developmental Psychology, 49(12), 2368–2382. https://doi.org/10.1037/a0032463 

Wright, J.C., Huston, A.C., Murphy, K.C., St. Peters, M., Piñon, M., Scantlin, R., & Kotler, J. (2001). The relations of early television viewing to school readiness and vocabulary of children from low-income families: The early window project. Child Development, 72(5), 1347–1366. https://doi.org/10.1111/1467-8624.t01-1-00352 

Zimmerman, F.J., & Christakis, D.A. (2005). Children’s television viewing and cognitive outcomes: A longitudinal analysis of national data. Archives of Pediatrics & Adolescent Medicine, 159(7), 619–625. https://doi.org/10.1001/archpedi.159.7.619 

Zimmerman, F.J., Christakis, D.A., & Melzoff, A.N. (2007). Association between video viewing and language development in children under age 2 years. The Journal of Pediatrics, 151, 346–368. https://doi.org/10.1016/j.jpeds.2007.04.071 

Zucker, T.A., Moody, A.K., & McKenna, M.C. (2009). The effects of electronic books on pre- kindergarten-to-grade 5 students’ literacy and language outcomes: A research synthesis. Journal of Educational Computing Research, 40(1), 47–87. https://doi.org/10.2190/EC.40.1.c 

Children & Social robots 

Auliawan, A.G., & Ong, S. (2020). The usage of AI robot in English language teaching for city revitalization. Case study: Toda Daini Elementary School, Toda City, Saitama, Japan. IOP Conference Series: Earth and Environmental Science, 436, 012022. https://doi.org/10.1088/1755-1315/436/1/012022 

Baxter, P., de Jong, C., Aarts, A., de Haas, M., & Vogt, P. (2017). The effect of age on engagement in preschoolers child–robot interactions. Proceedings of the Companion of the 2017ACM/IEEE International Conference on HRI (pp. 81–82). https://doi.org/10.1145/3029798.3038391 

Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science Robotics, 3(21). https://doi.org/10.1126/scirobotics.aat5954 

Belpaeme, T., Vogt, P., van den Berghe, R., Bergmann, K., Göksun, T., de Haas, M., Kanero, J., Kennedy, J., Küntay, A., Oudgenoeg-Paz, O., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridge, C., Willemsen, B., de Wit, J., Geçkin, V., Hoffmann, L., Kopp, S., ... & Kumar Pandey, A. (2018). Guidelines for designing social robots for second language tutoring. International Journal of Social Robotics, 10, 325–341. https://doi.org/10.1007/s12369-018-0467-6 

de Wit, J., Schodde, T., Willemsen, B., Bergmann, K., de Haas, M., Kopp, S., Krahmer, E., & Vogt, P. (2018). The effect of a robot’s gestures and adaptive tutoring on children’s acquisition of second language vocabularies. In Proceedings of the Companion of the 2017 ACM/IEEE International Conference on Human-Robot Interaction (pp. 50–58). http:// www.l2tor.eu/effe/wp-content/uploads/2015/12/hri2018-animal-experiment-final.pdf 

Pashevich, E. (2021). Can communication with social robots influence how children develop empathy? Best-evidence synthesis. AI & Society. https://doi.org/10.1007/s00146-021-01214-z 

ReportLinker. (2021). Educational robot market forecast to 2028 – COVID-19 impact and global analysis by type and application. https://www.globenewswire.com/news-release/2021/09 /01/2289784/0/en/Educational-Robot-Market-Forecast-to-2028-COVID-19-Impact-and- Global-Analysis-By-Type-and-Application.html 

Scutti, S. (2018). The ‘dunce robots’ of Japan will help children learn. CNN Health. https:// www.cnn.com/2018/09/19/health/japan-dunce-educational-robots-intl/index.html 

Tanaka, F., & Ghosh, M. (2011). The implementation of care-receiving robot at an English learning school for children. In 2011 6th ACM/IEEE International Conference on Human- Robot Interaction (HRI) (pp. 265–266). https://doi.org/10.1145/1957656.1957763 

Tanaka, F., & Mastuzoe, S. (2012). Children teach a care-receiving robot to promote their learning: Field experiments in a classroom for vocabulary learning. Journal of Human–Robot Interaction, 1, 78–95. https://doi.org/10.5898/JHRI.1.1.Tanaka 

Technavio. (2020). Interactive children’s books market by type, distribution channel, and geography: Forecast and analysis 2020–2024. https://www.technavio.com/report /interactive-childrens-books-market-industry-analysis 

Van den Berghe, R., de Haas, M., Oudgenoeg-Paz, O., Krahmer, E., Verhagen, J., Vogt, P., Willemsen, B., de Wit, J., & Leseman, P. (2020). A toy or a friend? Children’s anthropomorphic beliefs about robots and how these relate to second-language word learning. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12497 

Van den Berghe, R., Oudgenoeg-Paz, O., Verhagen, J., Brouwer, S., de Haas, M., de Wit, J., Willemsen, B., Vogt, P., Krahmer, E., & Leseman, P. (2021). Individual differences in children’s (language) learning skills moderate effects of robot-assisted second language learning. Frontiers in Robotics and AI, 8:676248. https://doi.org/10.3389/frobt.2021.676248 

Van den Berghe, R., Verhagen, J., Oudgenoeg-Paz, O., van der Ven, S., & Leseman, P. (2019). Social robots for language learning: A review. Review of Educational Research, 89(2), 259–295. https://doi.org/10.3102/0034654318821286 

Vogt, P., de Hass, M., de Jong, C., Baxter, P., & Krahmer, E. (2017). Child–robot interactions for second language tutoring to preschool children. Frontiers in Human Neuroscience, 11. https://doi.org/10.3389/fnhum.2017.00073 

Westlund, J., & Breazeal, C. (2015). The interplay of robot language level with children’s language learning during storytelling. The proceedings of the 10th annual ACM/IEEE International Conference of Human–Robot Interaction (pp. 65–66). 

Westlund, J.K., Jeong, S., Park, H.W., Ronfard, S., Adhikari, A., Harris, P.L., DeSteno, D., & Breazeal, C.L. (2017). Flat vs. expressive storytelling: Young children’s learning and retention of a social robot’s narrative. Frontiers in Human Neuroscience, 11. https://doi.org/10.3389/fnhum.2017.00295 

Williams, R., Park, H.W., & Breazeal, C. (2019). A is for artificial intelligence: The impact of artificial intelligence activities on young children’s perceptions of robots. CHI 2019 Conference proceedings. https://doi.org/10.1145/3290605.3300677 

Children and ebooks

Bus, A.G., Sari, B., & Takacs, Z.K. (2019). The promise of multimedia enhancement in children’s digital storybooks. In J.E. Kim & B. Hassinger-Das (Eds.), Reading in the digital age: Young children’s experience with e-books (pp. 45–57). Springer. https://doi.org/10.1007/978-3-030-20077-0_4 

Yow, W. Q., & Priyashri, S. (2019). Computerized electronic features direct children’s attention to print in single- and dual-language e-books. AERA Open, 5 (3), 1–15. https://doi.org/10.1177/2332858419878126 

Furenes, M.I., Kucirkova, N., & Bus, A.G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research, 91(4), 483–517. https://doi.org/10.3102/0034654321998074 

Lee, D.Y., Roh, H.W., Kim, S.-J., Park, E. -J., Yoo, H., Suh, S., & Shin, Y. (2019). Trends in digital media use in Korean Preschool children. Journal of Korean Medical Science, 34(41): e263. https://doi.org/10.3346/jkms.2019.34.e263 

Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21, 249–263. https://doi.org/10.1007/s10639-014-9318-8

Piotrowski, J.R., & Krcmar, M. (2017). Reading with hotspots: Young children’s responses to touchscreen stories. Computers in Human Behaviors, 70, 328–334. https://doi.org/10.1016/j.chb.2017.01.010 

Sari, B., Asŭde Bașal, H., Takacs, Z.K., & Bus, A.G. (2019). A randomized controlled trial to test efficacy of digital enhancements of storybooks in support of narrative comprehension and word learning. Journal of Experimental Child Psychology, 179, 212–226. https://doi.org/10.1016/j.jecp.2018.11.006 

Smeets, D.J.H., & Bus, A.G. (2014). The interactive animated e-book as a word learning device for kindergartners. Applied Linguistics, 36(4), 899–920. https://doi.org/10.1017/S0142716413000556 

Sun, H., Loh, J., & Roberts, A.C. (2019). Motion and sound in animated story books for preschoolers’ visual attention and Mandarin language learning: An eye-tracking study with bilingual children. AERA Open, 5(2), 1–19. https://doi.org/10.1177/2332858419848431 

Takacs, Z.K., Swrt, E.K., & Bus, A.G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989 

Verhallen, M.J.A.J., & Bus, A.G. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102(1), 54–61. https://doi.org/10.1037/a0017133 

Verhallen, M.J.A.J., Bus, A.G., & de Jong, M.T. (2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98(2), 410–419. https://doi.org/10.1037/0022-0663.98.2.410 

Children & tablets/apps

Neumann, M. M., & Neumann, D. L. (2014). Touch screen tablets and emergent literacy. Early Childhood Education Journal, 42, 231–239. https://doi.org/10.1007/s10643-013-0608-3 

Rohlfing, K.J., & Müller-Brauers, C. (Eds.). (2021). International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction. Routledge. 

Sari, B., Takacs, Z.K., & Bus, A.G. (2019). What are we downloading for our children? Best- selling children’s apps in four European countries. Journal of Early Childhood Literacy, 19(4), 515–532. https://doi.org/10.1177/1468798417744057 

Children & computers

Segers, E., & Verhoeven, L. (2002). Multimedia support of early literacy learning. Computers & Education, 39, 207–221. https://doi.org/10.1016/S0360-1315(02)00034-9 

Segers, E., & Verhoeven, L. (2003). Effects of vocabulary training by computer in kindergarten. Journal of Computer Assisted Learning, 19, 557–566. https://doi.org/10.1046/j.0266-4909.2003.00058.x 

Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, 21, 17–27. https://doi.org/10.1111/j.1365-2729.2005.00107.x 

Verga, L., & Kotz, S.A. (2013). How relevant is social interaction in second language learning? Frontiers in Human Neuroscience, 7. https://doi.org/10.3389/fnhum.2013.00550