A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills

Autor/inn/en	Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth
Titel	A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills
Quelle	In: Early Child Development and Care, 184 (2014) 11, S.1531-1549 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.862532
Schlagwörter	Literacy Education; Reading Skills; Young Children; Intervention; Parents as Teachers; Family Involvement; Control Groups; Experimental Groups; Comparative Analysis; Pretests Posttests; Expressive Language; Rhyme; Printed Materials; Concept Formation; Emergent Literacy; Foreign Countries; Preschool Education; Language Skills; Catholic Schools; Questionnaires; Parent Education; Training; Receptive Language; Statistical Analysis; Australia; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Frühe Kindheit; Reim; Concept learning; Begriffsbildung; Frühleseunterricht; Ausland; Pre-school education; Vorschulerziehung; Language skill; Sprachkompetenz; Katholische Schule; Fragebogen; Parents education; Elternbildung; Elternschule; Ausbildung; Rezeptive Kommunikationsfähigkeit; Statistische Analyse; Australien
Abstract	A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic reading with the addition of print referencing (DR + PR), or an attention-matched control group. Analyses of change from pre- to post-intervention showed significant effects for the DR and DP+PR groups compared to the control group on three of the six emergent literacy measures: expressive language, rhyme, and concepts about print. At three-month follow-up assessment, the two intervention groups maintained significantly better performance on the measure of concepts about print only. These findings illustrate the potential of a brief home-based intervention for promoting children's emergent literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10