부산대학교 도서관

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.