Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading

Autor/inn/en	Piasta, Shayne B.; Sawyer, Brook; Justice, Laura M.; O'Connell, Ann A.; Jiang, Hui; Dogucu, Mine; Khan, Kiren S.
Titel	Effects of Read It Again! In Early Childhood Special Education Classrooms as Compared to Regular Shared Book Reading
Quelle	In: Journal of Early Intervention, 42 (2020) 3, S.224-243 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Piasta, Shayne B.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815119883410
Schlagwörter	Reading Programs; Reading Strategies; Reading Instruction; Books; Program Effectiveness; Direct Instruction; Phonological Awareness; Vocabulary Development; Language Skills; Literacy; Special Education; Students with Disabilities; Preschool Children + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Book; Buch; Monographie; Monografie; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatzarbeit; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers' provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children's language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01