Effects of Shared Book Reading Focusing on Letters and Sounds versus Vocabulary for Low-Income Prekindergarten Children

Autor/inn/en	Gettinger, Maribeth; Stoiber, Karen C.
Titel	Effects of Shared Book Reading Focusing on Letters and Sounds versus Vocabulary for Low-Income Prekindergarten Children
Quelle	In: Preventing School Failure, 62 (2018) 3, S.149-160 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1408053
Schlagwörter	Low Income; Kindergarten; Intervention; Summer Programs; Literacy Education; Story Reading; Phonological Awareness; Alphabets; Outcomes of Education; Quasiexperimental Design; Pretests Posttests; Control Groups; Experimental Groups; Comparative Analysis; Intelligence Tests; Verbal Ability; Vocabulary; Statistical Analysis; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Niedriglohn; Sommerkurs; Buchstabenschrift; Lernleistung; Schulerfolg; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Statistische Analyse
Abstract	A total of 29 low-income, prekindergarten children, attending a summer school program, participated in a six-week shared book-reading (SBR) intervention. Children were randomly assigned to one of four conditions that varied in the extent to which teachers embedded an explicit emphasis on print (code-focused interactions), vocabulary (meaning-focused interactions), or both print and vocabulary during SBR sessions. Measures of print knowledge, phonological awareness, and vocabulary were administered one week prior to and immediately following the intervention. Results confirmed the specificity of early literacy interventions on targeted print or vocabulary outcomes and offered support for a potential synergistic effect of a combined focus on both print and meaning during storybook reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01