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Enhancing Vocabulary, Print Awareness and Phonological Awareness through Shared Storybook Reading with Low-Income Preschoolers

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Title: Enhancing Vocabulary, Print Awareness and Phonological Awareness through Shared Storybook Reading with Low-Income Preschoolers
Language: English
Authors: Lefebvre, Pascal, Trudeau, Natacha, Sutton, Ann
Source: Journal of Early Childhood Literacy. Dec 2011 11(4):453-479.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 27
Publication Date: 2011
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Experimental Groups, Control Groups, Intervention, Low Income Groups, Phonological Awareness, Emergent Literacy, Vocabulary, Preschool Children, Early Childhood Education, Story Reading, Scores, Language Acquisition, Comparative Analysis
DOI: 10.1177/1468798411416581
ISSN: 1468-7984
Abstract: The current study compares the effects of two shared storybook reading (SSR) interventions on language and emergent literacy skills of low-income preschoolers. The control intervention targeted language and print awareness, skills for which there is strong evidence of the effect of SSR. The experimental intervention added a focus on phonological awareness, a skill for which there is less evidence of the effect of SSR. Following the interventions, results indicated that the experimental group (n = 10) outperformed the control group (n = 13) on phonological awareness scores, but not on vocabulary and print awareness scores. The study also compared the outcomes of the experimental intervention for the low-income participants with the skills of higher-income preschoolers who did not receive intervention. The low-income children in the experimental condition outperformed their higher-income peers (n = 12) on all three measures. The experimental intervention offers promising techniques for SSR activities in childcare centres. (Contains 3 tables.)
Abstractor: As Provided
Number of References: 72
Entry Date: 2012
Accession Number: EJ950459
Database: ERIC
FullText Text:
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  Data: Enhancing Vocabulary, Print Awareness and Phonological Awareness through Shared Storybook Reading with Low-Income Preschoolers
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. Dec 2011 11(4):453-479.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/1468798411416581
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  Data: 1468-7984
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  Data: The current study compares the effects of two shared storybook reading (SSR) interventions on language and emergent literacy skills of low-income preschoolers. The control intervention targeted language and print awareness, skills for which there is strong evidence of the effect of SSR. The experimental intervention added a focus on phonological awareness, a skill for which there is less evidence of the effect of SSR. Following the interventions, results indicated that the experimental group (n = 10) outperformed the control group (n = 13) on phonological awareness scores, but not on vocabulary and print awareness scores. The study also compared the outcomes of the experimental intervention for the low-income participants with the skills of higher-income preschoolers who did not receive intervention. The low-income children in the experimental condition outperformed their higher-income peers (n = 12) on all three measures. The experimental intervention offers promising techniques for SSR activities in childcare centres. (Contains 3 tables.)
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        Value: 10.1177/1468798411416581
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      – Text: English
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Phonological Awareness
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      – SubjectFull: Preschool Children
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      – SubjectFull: Early Childhood Education
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      – SubjectFull: Story Reading
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Comparative Analysis
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      – TitleFull: Enhancing Vocabulary, Print Awareness and Phonological Awareness through Shared Storybook Reading with Low-Income Preschoolers
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