Can Babies Learn to Read? A Randomized Trial of Baby Media

Autor/inn/en	Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley; Strouse, Gabrielle
Titel	Can Babies Learn to Read? A Randomized Trial of Baby Media
Quelle	In: Journal of Educational Psychology, 106 (2014) 3, S.815-830 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035937
Schlagwörter	Infants; Reading Instruction; Comparative Analysis; Experimental Groups; Control Groups; Toddlers; Pictorial Stimuli; Visual Stimuli; Childrens Literature; Books; Video Technology; Reading Skills; Vocabulary; Reading Comprehension; Decoding (Reading); Alphabets; Phoneme Grapheme Correspondence; Eye Movements; Individual Characteristics; Questionnaires; Receptive Language; Knowledge Level; Orthographic Symbols; Expressive Language; Oral Language; Home Observation for Measurement of Environment; MacArthur Communicative Development Inventory; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Leseunterricht; Infants; Fantasieanregung; 'Children''s literature'; Kinderliteratur; Book; Buch; Monographie; Monografie; Reading skill; Lesefertigkeit; Wortschatz; Leseverstehen; Dekodierung; Buchstabenschrift; Augenbewegung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Fragebogen; Rezeptive Kommunikationsfähigkeit; Wissensbasis; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Targeted to children as young as 3 months old, there is a growing number of baby media products that claim to teach babies to read. This randomized controlled trial was designed to examine this claim by investigating the effects of a best-selling baby media product on reading development. One hundred and seventeen infants, ages 9 to 18 months, were randomly assigned to treatment and control groups. Children in the treatment condition received the baby media product, which included DVDs, word and picture flashcards, and word books to be used daily over a 7-month period; children in the control condition, business as usual. Examining a 4-phase developmental model of reading, we examined both precursor skills (such as letter name, letter sound knowledge, print awareness, and decoding) and conventional reading (vocabulary and comprehension) using a series of eye-tracking tasks and standardized measures. Results indicated that babies did not learn to read using baby media, despite some parents displaying great confidence in the program's effectiveness. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01