The study examined how children's self-regulation skills measured by the strengths and weaknesses of ADHD symptoms and normal behavior rating are associated with story comprehension and how verbal engagement and e-book discussion prompts moderate this relation. Children aged 3–7 (N = 111, 50% female, Chinese as first language) read an interactive Chinese–English bilingual story e-book with or without discussion prompts twice with their parents (2020–2021). Results demonstrated that the lower children's self-regulation skills, the more they struggled with story comprehension. Critically, our data suggest that embedding e-book discussion prompts and more verbalization in English can mitigate this negative association for children with inattention/hyperactivity. These findings have critical implications for future e-book design, interventions, and home reading practice for children with inattention/hyperactivity and those at risk for attention deficit/hyperactivity disorder.

中文翻译：

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共享阅读中的自我调节和理解：言语互动和电子书讨论提示的调节作用


该研究考察了通过 ADHD 症状的优缺点和正常行为评级来衡量儿童的自我调节技能如何与故事理解相关联，以及口头参与和电子书讨论的提示如何调节这种关系。3-7 岁的儿童（N = 111,50% 为女性，中文为第一语言）与父母一起阅读两次互动式中英双语故事电子书（有或没有讨论提示）（2020-2021 年）。结果表明，儿童的自我调节能力越低，他们在故事理解方面越困难。至关重要的是，我们的数据表明，在英语中嵌入电子书讨论提示和更多的语言化可以减轻这种对注意力不集中/多动儿童的负面联想。这些发现对未来注意力不集中/多动症儿童和有注意力缺陷/多动障碍风险的儿童的电子书设计、干预和家庭阅读实践具有重要意义。