Research Article

Impact of Reading Positive Psychology-Themed Storybook on Reading Accuracy and Socio-Emotional Development: Online and Face-to-Face Read-Aloud

Merissa Braza Ocampo 1 *
More Detail
1 Department of Early Childhood Education, Fukushima Gakuin College, Miyashiro 9600181, Japan* Corresponding Author
International Journal of Social Sciences and Artistic Innovations, 5(2), 2025, 0010, https://doi.org/10.35745/ijssai2025v05.02.0010
Submitted: 10 March 2025, Published: 30 June 2025
OPEN ACCESS   13 Views   10 Downloads
Download Full Text (PDF)

ABSTRACT

The impact of a positive psychology-themed storybook (PPTS) read aloud (read-aloud) in face-to-face (F2F) and online settings was examined in this study. It was explored how PPTS-themed read-aloud affects learners’ emotions, reading accuracy, and socio-emotional development (SED). 450 F2F and 300 online participants aged 5 to 80 from 20 countries participated in this study. Using the differential emotion (DE) questionnaire, emoticon stamp placement, narrative interviews, and observations, the degree of SED and the effects of PPTS on reading and emotional development were investigated. Both online and F2F storytelling generated high enjoyment among learners. The results of the DE questionnaire indicated an absence of negative emotions, such as sadness or fear, creating a reassuring environment where making mistakes felt safe. F2F learners frequently re-read and retold stories with support from teachers and parents, which was less common online due to time constraints. Online SED assessment had challenges due to limited verbal communication, while narrative interviews were effective in F2F contexts. The results highlight the importance of parent-teacher engagement (PTE) and follow-up lessons to reduce cultural biases and enhance connections. The PPTS read aloud from the book ‘Reading Across the Sky’ significantly boosted learners’ well-being and reading accuracy, despite time zone differences.
Keywords: Emotions, Read aloud, Positive psychology, Online, Face to Face

CITATION (APA)

Ocampo, M. B. (2025). Impact of Reading Positive Psychology-Themed Storybook on Reading Accuracy and Socio-Emotional Development: Online and Face-to-Face Read-Aloud. International Journal of Social Sciences and Artistic Innovations, 5(2), 0010. https://doi.org/10.35745/ijssai2025v05.02.0010

REFERENCES

  1. Adetoun, B., Tserere, M.M., Adewuyi, M.F., Akande, T.E., & Akande, W.A.(2010). How good gets better and bad gets worse: Measuring the face of emotion. Polish Psychological Bulletin, 41(4), 133–143. https://doi.org/10.2478/v10059-010-0018-y
  2. Blumberg, D.M., & Griffin, D.A. (2013). Family connections: The importance of prison reading programs for incarcerated parents and their children. Journal of Offender Rehabilitation, 52, 254–269.
  3. Brunetti, C. (2020). Share a Little Kindness: A Children’s Book; New York, NY, USA: Bannon River Books.
  4. Chen, J.J., & Lin, J.C. (2023). Artificial intelligence as a double-edged sword: Wielding the POWER principles to maximize its positive effects and minimize its negative effects. Contemporary Issues in Early Childhood, 23(3), 251–265.
  5. Curry, D.L., Reeves, E., & McIntyre, C.J. (2016). Connecting schools and families: Understanding the influence of home literacy practices. Texas Journal of Literacy Education, 4(2), 69–77.
  6. Fu, P., Gao, C., & Chen, X., et al. (2024). Proactive personality and its impact on online learning engagement through positive emotions and learning motivation. Scientific Reports, 14, 28144.
  7. Giorgis, C. (2019). Jim Trelease’s Read-Aloud Handbook, 8th ed.; New York, NY, USA: Penguin Books.
  8. Gottfried, A.W., Schlackman, J., & Gottfried, A.E., et al. (2015). Parental provision of early literacy environment as related to reading and educational outcomes across the academic lifespan. Parenting, 15(1), 24–38.
  9. Henderson, E. (2022). Reading aloud can increase a child’s resilience at school, study shows. Available online: https://www.news-medical.net/news/20220308/Reading-aloud-can-increase-a-childs-resilience-at-school-study-shows.aspx (accessed on April 8, 2025).
  10. Henkes, K. (1992). The Artist at Work. Horn Book Magazine, 68(1), 48–57.
  11. Imai, Y. (2024). Japan’s GIGA School Program equips students for digital society. Available online: https://www.japantimes.co.jp/education/2024/07/30/giga-school-program-digital-society/ (accessed on March 7, 2025).
  12. Izard, C.E. (1977). Differential Emotions Theory; Boston, MA, USA: Springer.
  13. Jose, P.E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time? Journal of Research on Adolescence, 22(2), 235–251.
  14. Lee, J. (2020). Mental health effects of school closures during COVID-19. The Lancet Child & Adolescent Health, 4(6), 421.
  15. Luo, W.W., He, H.H., & Liu, J., et al. (2023). Aladdin’s Genie or Pandora’s Box for Early Childhood Education? Experts Chat on the Roles, Challenges, and Developments of ChatGPT. Early Education and Development, 34(6), 1239–1253.
  16. Mendelsohn, A.L., Cates, C.B., & Weisleder, A., et al. (2018). Reading aloud, play, and social-emotional development. Pediatrics, 141(5), e20173393.
  17. Ocampo, M. (2019). Family Environment Mode Approach (FEMA). Procedures for Nurturing Affective Learning. In Proceedings of The Asian Conference on Language Learning, Tokyo, Japan, May 23–26, 2019.
  18. Ocampo, M. (2021). Revitalizing Student Motivation through Gratitude Intervention. The PanSIG Journal, 2021, 23–30.
  19. Ocampo, M. (2022a). The Impact of Reading Positive Psychology-Themed Storybooks on Society during COVID-19 Pandemic. CMU Journal of Science, 26(2), 88–94.
  20. Ocampo, M. (2022b). Miunas’s Story: A Gen Alpha-er Journey to Connectedness; Manila, Philippines: Jericom Publishing House.
  21. Ocampo, M. (2022c). My Body is my Friend! I Listen to It; Manila, Philippines: Jericom Publishing House.
  22. Ocampo, M. (2022d). The Journey of Grateful Whitey Froggy; Unpublished.
  23. OpenAI. (2025). Can emojis help you learn a language? Available online: https://www.lingoda.com/blog/en/can-emojis-help-you-learn-a-language/ (accessed on March 3, 2024).
  24. Reading Across the Sky. (2022). Available online: https://www.youtube.com/@ReadingAcrosstheSky (accessed on March 6, 2025).
  25. Reed, B. (1987). Storytelling: What it can teach. School Library Journal, 34(2), 35–39.
  26. Resnick, M. (2023). AI and Creative Learning: Concerns, Opportunities, and Choices. Available online: https://mres.medium.com/ai-and-creative-learning-concerns-opportunities-and-choices-63b27f16d4d0 (accessed on April 10, 2025).
  27. Rosenthal, A. (2009). Spoon; New York, NY, USA: Disney Hyperion.
  28. Seligman, M.E.P. (1998a). Building human strength: Psychology’s forgotten mission. APA Monitor, 29(1), 2.
  29. Seligman, M.E.P. (1998b). Learned Optimism: How to Change Your Mind and Your Life; New York, NY, USA: Pocket Books.
  30. Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment; New York, NY, USA: Free Press.
  31. Sherry, M.B., Dunn, M.B., & O’Brien, J. (2024). Deepening dialogue: White preservice teachers’ use of mode-switching to revise prior assumptions in an online synchronous class about linguistic racism. Theory Into Practice, 63(2), 212–224.
  32. Su, J., & Yang, W. (2022). Artificial intelligence in early childhood education: A scoping review. Computers and Education: Artificial Intelligence, 3, 100049.
  33. TEDx Talks. (2018). Why We All Need to Start Reading Aloud to Our Kids [Video]. Available online: https://www.youtube.com/watch?v=VsAtwkHRorY (accessed on December 23, 2024).
  34. The Japan Times. (2024). National Assessment of Academic Ability: Poor Reading and Writing Skills Cannot Be Left Unaddressed. Available online: https://japannews.yomiuri.co.jp/editorial/yomiuri-editorial/20240730-201645/ (accessed on March 7, 2025).
  35. Vinuesa, R., Azizpour, H., & Leite, I., et al. (2020). The role of artificial intelligence in achieving the Sustainable Development Goals. Nature Communications, 11(1), 233.
  36. Wheeler, D.L., & Hill, J.C. (2024). The impact of COVID-19 on early childhood reading practices. Journal of Early Childhood Literacy, 24(1), 96–115.