Effects of Automated Tier 2 Storybook Intervention on Vocabulary and Comprehension Learning in Preschool Children with Limited Oral Language Skills

Autor/inn/en	Kelley, Elizabeth Spencer; Goldstein, Howard; Spencer, Trina D.; Sherman, Amber
Titel	Effects of Automated Tier 2 Storybook Intervention on Vocabulary and Comprehension Learning in Preschool Children with Limited Oral Language Skills
Quelle	31 (2015), S.47-61 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1016/j.ecresq.2014.12.004
Schlagwörter	Intervention; Vocabulary Development; Reading Comprehension; At Risk Students; Preschool Education; Small Group Instruction; Questioning Techniques; Childrens Literature; Story Reading; Randomized Controlled Trials; Low Income Groups; Comparative Analysis; Program Effectiveness; Scores; Effect Size; Measures (Individuals); Teaching Methods; Emergent Literacy; Response to Intervention; Intelligence Tests; Verbal Ability; Language Tests; African American Students; Pretests Posttests; Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseverstehen; Pre-school education; Vorschulerziehung; Befragungstechnik; Fragetechnik; 'Children''s literature'; Kinderliteratur; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Frühleseunterricht; Intelligence test; Intelligenztest; Mündliche Leistung; Language test; Sprachtest; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks.A randomized group design with an embedded single-case experimental design was used to examine treatment effects. Eighteen children from public prekindergarten programs serving families with low income were randomly assigned to the Story Friends treatment or a business-as-usual comparison. Participants in both groups completed measures of vocabulary and comprehension approximately monthly. Participants in the treatment group completed measures of instructional content for each book as part of the embedded single-case experimental design. Story Friends participants had significantly higher scores on measures of vocabulary than the comparison group and effect sizes were large, whereas more modest effects were shown for comprehension measures. Observations of treatment fidelity indicate that this intervention has the potential to be implemented with high fidelity in preschool classrooms. Results show a feasible means of teaching pre-K children challenging vocabulary that has the potential to facilitate later literacy development. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01