Early Literacy Interventions: The Relative Roles of Storybook Reading, Alphabetic Activities, and Their Combination

Autor/in	Aram, Dorit
Titel	Early Literacy Interventions: The Relative Roles of Storybook Reading, Alphabetic Activities, and Their Combination
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 19 (2006) 5, S.489-515 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9005-2
Schlagwörter	Emergent Literacy; Reading Skills; Story Reading; Reading Programs; Vocabulary Skills; Age Groups; Preschool Children; Intervention; Performance Based Assessment; Achievement Gains; Matched Groups; Program Effectiveness + Suchen Sie Ihr Suchwort? Frühleseunterricht; Reading skill; Lesefertigkeit; Aktiver Wortschatz; Age grop; Altersgruppe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leistungsermittlung; Achievement gain; Leistungssteigerung
Abstract	The study examined the differential contributions on vocabulary and alphabetic skills of three literacy programs: (a) storybook reading program; (b) alphabetic skills program; and (c) a combined program. It was expected that storybook reading would enhance primarily vocabulary while alphabetic skills training would promote primarily alphabetic skills. Program by age interactions were examined in two age groups (3-4 and 4-5 years old) to test whether the storybook reading program may be more productive for the younger children whereas alphabetic skills program more productive for the older children. Twelve low-SES preschools participated in the study, three in each program and three as a comparison group. Results indicated that the children in the three intervention programs progressed significantly more than the comparison group on "name writing, letter knowledge and phonological awareness". Further, the alphabetic skills program outperformed the other groups on "word writing, letter knowledge and initial letter retrieval", whereas the storybook reading program outperformed only the comparison group. Results on the combined program were mixed--enhancing more "initial letter retrieval" and "book vocabulary" than storybook reading program. In general, no differences emerged in the progress of younger versus older children except on "receptive vocabulary"--the younger surpassing the older in all programs. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10