Translating Roberto to Omar

Abstract

We present the design and evaluation of an interactive storybook to support emerging computational literacy skills for preschool and early elementary school children. We structured our designs to take advantage of existing language literacy practices between parents and children around the cultural form of a children's storybook. We evaluated our design with 14 families from two distinct cultural backgrounds: families from the United States Midwest and families from Riyadh, Saudi Arabia. Our findings describe ways in which parents support and structure children's programming activities, and how parental involvement varied across the two groups.