Literaturnachweis - Detailanzeige
Autor/inn/en | Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn |
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Titel | A Synthesis of Read-Aloud Interventions on Early Reading Outcomes among Preschool through Third Graders at Risk for Reading Difficulties |
Quelle | In: Journal of Learning Disabilities, 44 (2011) 3, S.258-275 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Petscher, Yaacov) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
DOI | 10.1177/0022219410378444 |
Schlagwörter | Reading Difficulties; Story Reading; Early Reading; Phonological Awareness; Reading Aloud to Others; Early Intervention; Meta Analysis; Childrens Literature; At Risk Students; Teaching Methods; Language Acquisition; Reading Comprehension; Vocabulary Development; Preschool Children; Elementary School Students Reading difficulty; Leseschwierigkeit; Frühlesen; Meta-analysis; Metaanalyse; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Leseverstehen; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
Abstract | A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type. (Contains 7 tables.) (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 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 | 2017/4/10 |