Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement

Autor/inn/en	Piasta, Shayne B.; Justice, Laura M.; McGinty, Anita S.; Kaderavek, Joan N.
Titel	Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement
Quelle	In: Child Development, 83 (2012) 3, S.810-820 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01754.x
Schlagwörter	Reading Difficulties; Reading Programs; Emergent Literacy; Reading Instruction; Longitudinal Studies; Preschool Children; Books; Spelling; Attribution Theory; Prevention; Teaching Methods; Nonverbal Communication + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Frühleseunterricht; Leseunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; Schreibweise; Prävention; Vorbeugung; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation
Abstract	Longitudinal results for a randomized-controlled trial (RCT) assessing the impact of increasing preschoolers' attention to print during reading are reported. Four-year-old children (N = 550) in 85 classrooms experienced a 30-week shared reading program implemented by their teachers. Children in experimental classrooms experienced shared-book readings 2 or 4 times per week during which their teachers verbally and nonverbally referenced print. Children in comparison classrooms experienced their teachers' typical book reading style. Longitudinal results (n = 356, 366) showed that use of print references had significant impacts on children's early literacy skills (reading, spelling, comprehension) for 2 years following the RCT's conclusion. Results indicate a causal relation between early print knowledge and later literacy skills and have important implications concerning the primary prevention of reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10