Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing.
Purpose: This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge. Method: Th...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 40; no. 1; pp. 67 - 86 |
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| Autores principales: | , , , , |
| Formato: | clinical trial equations & formulas research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Jan2009
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105604620&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105604620 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Jan2009 vid: 40 iid: 1 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 105604620 2010143317 10.1044/0161-1461(2008/07-0098) NLM19124650 105604620 ppf: 67 ppct: 19 formats: fmt: @attributes: type: P tig: atl: Accelerating preschoolers' early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. aug: au: Justice LM Kaderavek JN Fan X Sofka A Hunt A affil: Ohio State University, Columbus, OH sug: subj: Language Development In Infancy and Childhood Learning Environment Literacy Print Materials Reading Education Teaching Methods Adult Child, Preschool Clinical Trials Coding Comparative Studies Descriptive Statistics Female Funding Source Language Tests Male Middle Age Multivariate Analysis of Covariance Multivariate Analysis of Variance Ohio Risk Factors Scales Teachers Videorecording Virginia Human Adult: 19-44 years Child, Preschool: 2-5 years Middle Aged: 45-64 years Female Male ab: Purpose: This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge. Method: This randomized, controlled trial examined the effects of a print referencing style on 106 preschool children attending 23 classrooms serving disadvantaged preschoolers. Following random assignment, teachers in 14 classrooms used a print referencing style during 120 large-group storybook reading sessions during a 30-week period. Teachers in 9 comparison classrooms read at the same frequency and with the same storybooks but used their normal style of reading. Results: Children whose teachers used a print referencing style showed larger gains on 3 standardized measures of print knowledge: print concept knowledge, alphabet knowledge, and name writing, with medium-sized effects. Clinical Implications: The convergence of the present findings with those of previous efficacy studies indicates that print referencing intervention can be used confidently as an approach for facilitating print knowledge in preschool-age children. Speech-language pathologists can serve an important role in supporting preschool educators as they use this evidence-based technique with pupils in their classrooms. pubtype: Academic Journal doctype: clinical trial equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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