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Psychology

D-Index
44
Citations
16241
World Ranking
6803
National Ranking
57

Overview

Adriana G. Bus is affiliated with the University of Stavanger in Norway and specializes in research at the intersection of social sciences and psychology, with a focus on education and developmental topics. Their work spans several subfields including education, developmental and educational psychology, information systems, information systems and management, and gender studies.

Their research primarily explores themes related to child development and digital technology, reading and literacy development, education and technology integration, technology adoption and user behaviour, gender and technology in education, early childhood education and development, as well as mobile learning in education.

Adriana G. Bus has authored papers published in various academic journals. Recent publications include:

  • "A Comparison of Children's Reading on Paper Versus Screen: A Meta-Analysis" (2021), Review of Educational Research
  • "Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood" (2020), Frontiers in Psychology
  • "Do Book Giveaway Programs Promote the Home Literacy Environment and Children's Literacy-Related Behavior and Skills?" (2020), Review of Educational Research
  • "Screens, Apps, and Digital Books for Young Children: The Promise of Multimedia" (2020), AERA Open
  • "Bilingual children's visual attention while reading digital picture books and story retelling" (2021), Journal of Experimental Child Psychology

Their frequent coauthors include Natalia Kucirkova, Rachel Barr, Mikael Heimann, Kathleen A. Roskos, and Lisa van der Sande, each having collaborated on multiple publications.

Adriana G. Bus's work has been published frequently in venues such as AERA Open, Review of Educational Research, Frontiers in Psychology, Frontiers in Education, and Journal of Experimental Child Psychology.

Best Publications

  • Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy

    Adriana G. Bus;Marinus H. van IJzendoorn;Anthony D. Pellegrini

  • To read or not to read: A meta-analysis of print exposure from infancy to early adulthood.

    Suzanne E. Mol;Adriana G. Bus

  • Phonological awareness and early reading : A meta-analysis of experimental training studies

    A.G. Bus;M.H. van IJzendoorn

  • Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis

    Suzanne E. Mol;Adriana G. Bus;Maria T. de Jong;Daisy J. H. Smeets

  • Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

    Suzanne E. Mol;Adriana G. Bus;Maria T. de Jong

  • Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks A Meta-Analysis

    Zsofia K. Takacs;Elise K. Swart;Adriana G. Bus

  • Affordances and limitations of electronic storybooks for young children's emergent literacy

    Adriana G. Bus;Zsofia K. Takacs;Cornelia A.T. Kegel

  • Quality of book-reading matters for emergent readers: An experiment with the same book in a regular or electronic format

    Maria T. de Jong;Adriana G. Bus

  • The Promise of Multimedia Stories for Kindergarten Children At Risk

    Marian J. A. J. Verhallen;Adriana G. Bus;Maria T. de Jong

  • MOTHER-CHILD INTERACTIONS, ATTACHMENT, AND EMERGENT LITERACY - A CROSS-SECTIONAL STUDY

    Adriana G. Bus;Marinus H. van IJzendoorn

  • Attachment, Intelligence, and Language: A Meta‐analysis

    Marinus H. van IJzendoorn;Jarissa Dijkstra;Adriana G. Bus

  • The efficacy of electronic books in fostering kindergarten children's emergent story understanding

    Maria T. De Jong;Adriana G. Bus

  • How Is Emergent Writing Based on Drawing? Analyses of Children's Products and Their Sorting by Children and Mothers.

    Iris Levin;Adriana G. Bus

  • How Well Suited are Electronic Books to Supporting Literacy

    Maria T. de Jong;Adriana G. Bus

  • Mothers reading to their 3-year-olds : the role of mother-child attachment security in becoming literate

    Adriana G. Bus;Marinus H. van IJzendoorn

  • Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads

    Adriana G. Bus;Paul P.M. Leseman;Petra Keultjes

  • Attachment and bookreading patterns: A study of mothers, fathers, and their toddlers

    Adriana G. Bus;Jay Belsky;Marinus H. van Ijzendoom;Keith Crnic

  • Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children

    Iris Levin;Anna Both–De Vries;Dorit Aram;Adriana Bus

  • Low-Income Immigrant Pupils Learning Vocabulary through Digital Picture Storybooks.

    Marian J. A. J. Verhallen;Adriana G. Bus

  • Beyond Screen Time: A Synergistic Approach to a More Comprehensive Assessment of Family Media Exposure During Early Childhood.

    Rachel Barr;Heather Kirkorian;Jenny Radesky;Sarah Coyne

  • Interactive Electronic Storybooks for Kindergartners to Promote Vocabulary Growth.

    Daisy J.H. Smeets;Adriana G. Bus

Frequent Co-Authors

Marinus H. van IJzendoorn
Marinus H. van IJzendoorn University College London
Paul P.M. Leseman
Paul P.M. Leseman Utrecht University
Iris Levin
Iris Levin Tel Aviv University
Keith A. Crnic
Keith A. Crnic Arizona State University
Stephan C. J. Huijbregts
Stephan C. J. Huijbregts Leiden University
Tim Urdan
Tim Urdan Santa Clara University
Steve Graham
Steve Graham Arizona State University
Karen R. Harris
Karen R. Harris Arizona State University
Jay Belsky
Jay Belsky University of California, Davis
Hanna Swaab
Hanna Swaab Leiden University

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