Please use this identifier to cite or link to this item: http://lib.education.vnu.edu.vn/handle/DHGD/3952
Title: Print-focused read-alouds in preschool classrooms: Intervention effectiveness and moderators of child outcomes
Authors: Justice L.M.
Mcginty A.S.
Piasta S.B.
Kaderavek J.N.
Fan X.
Keywords: Emergent literacy;Intervention;Preschool;Shared reading
Issue Date: 2010
Publisher: Language, Speech, and Hearing Services in Schools
Citation: Volume 41, Issue 4, Page 504-520
Abstract: Purpose: This study was conducted to determine the effectiveness of teachers' use of a print-referencing style during whole-class read-alouds with respect to accelerating 4- and 5-year-old children's print-knowledge development. It also examined 8 specific child- and setting-level moderatorsto determine whether these influenced the relation between teachers' use of a print-referencing style and children's print-knowledge development. Method: In this randomized controlled trial, 59 teachers were randomly assigned to 2 conditions. Teachers in the experimental group (n = 31) integrated explicit references to specified print targets within each of 120 read-aloud sessions conducted in their classrooms over a 30-week period; comparison teachers (n = 28) read the same set of book titles along the same schedule but read using their business-as-usual reading style. Children's gains over the 30-week period on a composite measure of print knowledge were compared for a subset of children who were randomly selected from the experimental (n = 201) and comparison (n = 178) classrooms. Results: When controlling for fall print knowledge, child age, and classroom quality, children who experienced a print-referencing style of reading had significantly higher print knowledge scores in the spring than did children in the comparison classroom. None of the child-level (age, initial literacy skills, language ability) or setting-level characteristics (program type, instructional quality, average level of classroom socioeconomic status, teachers' education level, teachers' experience) significantly moderated intervention effects. Clinical Implications: Considered in tandem with prior study findings concerning this approach to emergent literacy intervention, print-focused read-alouds appear to constitute an evidence-based practice with net positive impacts on children's literacy development. © American Speech-Language-Hearing Association.
URI: http://lib.education.vnu.edu.vn/handle/DHGD/3952
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Appears in Collections:Teacher Education 2010

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