"Tender Shoots": A Parent-Mediated Randomized Controlled Trial with Preschool Children Benefits Beginning Reading 1 Year Later

Autor/inn/en	Schaughency, Elizabeth; Linney, Kelsi; Carroll, Jane; Das, Shika; Riordan, Jessica; Reese, Elaine
Titel	"Tender Shoots": A Parent-Mediated Randomized Controlled Trial with Preschool Children Benefits Beginning Reading 1 Year Later
Quelle	In: Reading Research Quarterly, 58 (2023) 3, S.450-470 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.500
Schlagwörter	Preschool Children; Prevention; Intervention; Literacy; Child Care Centers; Comparative Analysis; Parent Child Relationship; Parents as Teachers; Phonological Awareness; Reading Programs; Books; Scaffolding (Teaching Technique); Longitudinal Studies; Grade 1; Reading Skills; Word Recognition; Age Differences; Educational Benefits; Program Effectiveness; Alphabets; Phoneme Grapheme Correspondence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prävention; Vorbeugung; Alphabetisierung; Schreib- und Lesefähigkeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Book; Buch; Monographie; Monografie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Worterkennung; Age; Difference; Age difference; Altersunterschied; Bildungsertrag; Buchstabenschrift
Abstract	This study evaluated a parent-mediated preventive intervention for children's literacy skills 1 year after participation. Parents of 3 1/2 to 4 1/2-year-old-children (n = 69) recruited through early childhood centers were randomly assigned to one of three conditions: (a) a target shared reading condition emphasizing phonological awareness ("Strengthening Sound Sensitivity"; SSS); (b) an alternative shared reading condition emphasizing meaning-related extra-textual talk (Rich Reading and Reminiscing; RRR); or (c) a non-reading activities control condition ("Activity-Based Control"; ABC), all implemented for 6 weeks. Together, SSS and RRR comprise Tender Shoots. Tender Shoots' conditions included one parent-education session, used the same books, provided parents two books per week, and encouraged scaffolding higher-level skills through repeated readings and verbal interactions outside reading. The non-reading control provided weekly resources and suggested activities for preschool children. At follow-up 1 year later, children (n = 62; 5- to 6-years-old) were in their first year of primary school and reading instruction. Controlling for age and baseline alphabet knowledge, analyses indicated benefits of SSS participation for children's letter sounds (d = 0.74), pseudoword (d = 0.85) and word reading (d = 0.66), book level (d = 0.82), and teacher judged reading (d = 0.60) relative to ABC, with medium to large effects. Age at follow-up moderated the effect of condition on word reading, such that benefits of SSS were observed for children who were older and had been in school longer (around 6 months or more). Findings suggest SSS is promising for preparing preschool children for reading acquisition. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01