A Synthesis of Read-Aloud Interventions on Early Reading Outcomes among Preschool through Third Graders at Risk for Reading Difficulties

Autor/inn/en	Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn
Titel	A Synthesis of Read-Aloud Interventions on Early Reading Outcomes among Preschool through Third Graders at Risk for Reading Difficulties
Quelle	In: Journal of Learning Disabilities, 44 (2011) 3, S.258-275 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219410378444
Schlagwörter	Reading Difficulties; Story Reading; Early Reading; Phonological Awareness; Reading Aloud to Others; Early Intervention; Meta Analysis; Childrens Literature; At Risk Students; Teaching Methods; Language Acquisition; Reading Comprehension; Vocabulary Development; Preschool Children; Elementary School Students + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Frühlesen; Meta-analysis; Metaanalyse; 'Children''s literature'; Kinderliteratur; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachaneignung; Spracherwerb; Leseverstehen; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type. (Contains 7 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10