Getting a Read on Ready to Learn Media: A Meta-Analytic Review of Effects On Literacy

Autor/in	Hurwitz, Lisa B.
Titel	Getting a Read on Ready to Learn Media: A Meta-Analytic Review of Effects On Literacy
Quelle	In: Child Development, 90 (2019) 5, S.1754-1771 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hurwitz, Lisa B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13043
Schlagwörter	Literacy Education; Vocabulary Development; Phonological Awareness; Television; Mass Media; Information Technology; Preschool Children; School Readiness; Reading Skills + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Fernsehen; Fernsehtechnik; Massenmedien; Informationstechnologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Reading skill; Lesefertigkeit
Abstract	Most U.S. preschoolers have consumed media created with funding from the U.S. Department of Education's Ready To Learn (RTL) initiative, which was established to promote school readiness among children ages 2-8. Synthesizing data from 45 evaluations (N = 24,624 unique child participants), this meta-analysis examined the effects of RTL media exposure on young children's literacy skills. Results indicate positive effects of RTL media exposure on children's literacy outcomes, especially vocabulary and phonological concepts. These effects are equivalent to about one-and-a-half months of literacy learning above and beyond typical growth. Findings are robust across a variety of research designs and for exposure to both television and new media. These results are discussed in terms of accountability evidence for RTL and larger debates in scholarly understanding of educational media effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01