Interactive Shared Book Reading. What Works Clearinghouse Intervention Report

Titel	Interactive Shared Book Reading. What Works Clearinghouse Intervention Report
Quelle	(2007), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Youth; High Risk Students; Economically Disadvantaged; Early Reading; Early Intervention; Preschool Children; Oral Language; Language Acquisition; Emergent Literacy; Reading Aloud to Others; Comparative Analysis; Instructional Effectiveness; Florida + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Problemschüler; Frühlesen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Sprachaneignung; Spracherwerb; Frühleseunterricht; Unterrichtserfolg
Abstract	"Interactive Shared Book Reading" is a general practice that adults may use when reading with children and is intended to enhance young children's language and literacy skills. Typically, "Interactive Shared Book Reading" involves an adult reading a book to a child or a small group of children and using a variety of techniques to engage the children in the text. Two related practices are addressed in the What Works Clearinghouse (WWC) intervention reports on "Dialogic Reading" and "Shared Book Reading." Two studies of "Interactive Shared Book Reading" met the WWC evidence standards and one study met the WWC evidence standards with reservations. Together these three studies included over 100 preschool children from the Midwest and Florida, and they examined intervention effects on children's oral language, print knowledge, and early reading/writing. The majority of the children were from economically disadvantaged families and many were considered at-risk. This report focuses on immediate posttest findings to determine the effectiveness of the practice. "Interactive Shared Book Reading" was found to have mixed effects on oral language, no discernible effects on print knowledge, and potentially positive effects on early reading/writing. (Contains 13 footnotes.) [This publication was produced by the What Works Clearinghouse. The following studies were reviewed in this intervention report: (1) Justice, L. M., and Ezell, H. K. (2002). Use of storybook reading to increase print awareness in at-risk children. "American Journal of Speech-Language Pathology," 11(1), 17-29; (2) Lamb, H. A. (1986). The effects of a read-aloud program with language interaction. "Dissertation Abstracts International," 47(5-A). (UMI No. 8616894); (3) Mautte, L. A. (1991). The effects of adult-interactive behaviors within the context of repeated storybook readings upon the language development and selected prereading skills of prekindergarten at-risk students. "Dissertation Abstracts International," 52(1), 122A. (UMI No. 9115887); and (4) McCormick, C. E., and Mason, J. M. (1989). Fostering reading for Head Start children with Little Books. In J. Allen and J. M. Mason (Eds.), "Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners" (pp. 154-177). Portsmouth, NH: Heinemann.] (ERIC).
Anmerkungen	What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06