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A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
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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. ; P50 HD052120, R03 HD060758, R03 HD060758-01A1 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3319370.
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Keyword:
Acoustic Stimulation/methods; Awareness; Child; Child Language; Comprehension; Female; Humans; Language Development Disorders/psychology; Language Development Disorders/therapy; Male; Preschool; Reading; Treatment Outcome; Vocabulary
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URL: https://doi.org/10.1177/0022219410378444
http://diginole.lib.fsu.edu/islandora/object/fsu%3A598496/datastream/TN/view/synthesis%20of%20read-aloud%20interventions%20on%20early%20reading%20outcomes%20among%20preschool%20through%20third%20graders%20at%20risk%20for%20reading%20difficulties.jpg
http://purl.flvc.org/fsu/fd/FSU_pmch_21521868
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