Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language

Autor/inn/en	Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.
Titel	Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language
Quelle	In: Review of Educational Research, 79 (2009) 2, S.979-1007 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654309332561
Schlagwörter	Foreign Countries; Emergent Literacy; Vocabulary Development; Early Reading; Reader Text Relationship; Young Children; Child Care Centers; Preschool Education; Kindergarten; Grade 1; Meta Analysis; Intervention; Reading Programs; Oral Language; Language Skills; Printed Materials; Brazil; Israel; Mexico; Netherlands; United States + Suchen Sie Ihr Suchwort? Ausland; Frühleseunterricht; Wortschatzarbeit; Frühlesen; Frühe Kindheit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Meta-analysis; Metaanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Brasilien; Mexiko; Niederlande; USA
Abstract	This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children's alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children's print knowledge and the strategies that may help transfer intervention effects from researchers to children's own teachers. (Contains 2 notes, 3 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10