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A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study.

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Title: A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study.
Authors: Schwarz, Amy Louise1 amy.louise.schwarz@txstate.edu, van Kleeck, Anne2, Beaton, Derek2, Horne, Erin2, MacKenzie, Heather, Abdi, Hervé2
Source: Journal of Speech, Language & Hearing Research. Aug2015, Vol. 58 Issue 4, p1273-1291. 19p. 7 Charts, 3 Graphs.
Subject Terms: *Language acquisition, *Reading, *Speech therapists, *Storytelling, Confidence intervals, Statistics, T-test (Statistics), Pilot projects, Medical coding, Descriptive statistics
Geographic Terms: Texas
Abstract: Purpose: Many welll-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an empirically derived difficulty-level system on the basis of 22 speech-language pathologists' (SLPs) judgments of specific storybooks used in preschooler read-alouds. Method: SLPs sorted 11 storybooks into ranked stacks on the basis of how difficult they thought the storybooks would be for preschoolers to understand when read aloud. SLPs described each stack globally as well as why they assigned each storybook to a particular stack. From transcriptions of the explanations, we derived a glossary of book characteristics using content analysis. We created a difficulty-level scale using a multivariate analysis technique that simultaneously analyzed book sorts and glossary terms. Results: The book selection system includes a glossary of book characteristics, a 4-level difficulty scale, and exemplar books for each level. Conclusion: This empirically derived difficulty-level system created for storybooks read aloud to preschoolers represents a step toward filling a gap in the read-aloud literature. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Read-Aloud Storybook Selection System for Prereaders at the Preschool Language Level: A Pilot Study.
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  Data: <searchLink fieldCode="AR" term="%22Schwarz%2C+Amy+Louise%22">Schwarz, Amy Louise</searchLink><relatesTo>1</relatesTo><i> amy.louise.schwarz@txstate.edu</i><br /><searchLink fieldCode="AR" term="%22van+Kleeck%2C+Anne%22">van Kleeck, Anne</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Beaton%2C+Derek%22">Beaton, Derek</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Horne%2C+Erin%22">Horne, Erin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22MacKenzie%2C+Heather%22">MacKenzie, Heather</searchLink><br /><searchLink fieldCode="AR" term="%22Abdi%2C+Hervé%22">Abdi, Hervé</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Aug2015, Vol. 58 Issue 4, p1273-1291. 19p. 7 Charts, 3 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Storytelling%22">Storytelling</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Pilot+projects%22">Pilot projects</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+coding%22">Medical coding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
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  Data: Purpose: Many welll-accepted systems for determining difficulty level exist for books children read independently, but few are available for determining the wide range of difficulty levels of storybooks read aloud to preschoolers. Also, the available tools list book characteristics only on the basis of parents' or authors' opinions. We created an empirically derived difficulty-level system on the basis of 22 speech-language pathologists' (SLPs) judgments of specific storybooks used in preschooler read-alouds. Method: SLPs sorted 11 storybooks into ranked stacks on the basis of how difficult they thought the storybooks would be for preschoolers to understand when read aloud. SLPs described each stack globally as well as why they assigned each storybook to a particular stack. From transcriptions of the explanations, we derived a glossary of book characteristics using content analysis. We created a difficulty-level scale using a multivariate analysis technique that simultaneously analyzed book sorts and glossary terms. Results: The book selection system includes a glossary of book characteristics, a 4-level difficulty scale, and exemplar books for each level. Conclusion: This empirically derived difficulty-level system created for storybooks read aloud to preschoolers represents a step toward filling a gap in the read-aloud literature. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2015_JSLHR-L-15-0056
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        Text: English
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      – SubjectFull: Confidence intervals
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      – SubjectFull: Statistics
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      – SubjectFull: Texas
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              Text: Aug2015
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