Examining the Effects of Shared Book Reading across Age-Groups.

Autor/inn/en	Sheets, Glen N.; Buyer, Linda S.
Titel	Examining the Effects of Shared Book Reading across Age-Groups.
Quelle	(1999), (69 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Education; Interest Research; Parent Participation; Preschool Education; Reading Instruction; Reading Motivation; Reading Research + Suchen Sie Ihr Suchwort? Elementarunterricht; Interessenforschung; Elternmitwirkung; Pre-school education; Vorschulerziehung; Leseunterricht; Lesemotivation; Leseforschung
Abstract	A study investigated whether increasing the motivation/interest for children and their families to engage in more frequent and higher quality shared book reading interactions will significantly increase the vocabulary and reading/reading readiness abilities of school-aged and preschool children. Subjects were 30 preschool and 30 school-aged children and their families from Kankakee County, Illinois, who signed up for the research (57 completed the study). They were divided into treatment groups and control groups for each age level and location--Kankakee and Bourbonnais. Children were pretested; t-tests were conducted, and test scores were not found to be significantly different for each group. Treatment group children were located at Kankakee, and control group children were located at Bourbonnais. Parents kept a running record on forms provided of how many books they read with their children during the program's period. Re-reading was allowed, and each reading counted as a separate event on the list. Parents in the two treatment groups were given a "Book Reading Suggestions" sheet with eight ways to improve book reading quality, and whether parents followed these suggestions was monitored. The most books read by any family was 56; the median number of books read was 29. Findings suggest that receptive vocabulary and reading ability appear to develop along separate lines. The "folk wisdom" effects of shared book reading upon the development of either vocabulary or reading ability were not found. (Contains 60 references, and 2 tables of data and a figure; appendixes with definitions, abbreviations, and parent questionnaires are attached.) (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC