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 |
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| 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: | |
| 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 |
| 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.) |
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| ISSN: | 1468-7984 |
| DOI: | 10.1177/1468798411416581 |
