Increasing Young Children’s Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement
- 17 April 2012
- journal article
- research article
- Published by Wiley in Child Development
- Vol. 83 (3), 810-820
- https://doi.org/10.1111/j.1467-8624.2012.01754.x
Abstract
Longitudinal results for a randomized-controlled trial (RCT) assessing the impact of increasing preschoolers' attention to print during reading are reported. Four-year-old children (N = 550) in 85 classrooms experienced a 30-week shared reading program implemented by their teachers. Children in experimental classrooms experienced shared-book readings 2 or 4 times per week during which their teachers verbally and nonverbally referenced print. Children in comparison classrooms experienced their teachers' typical book reading style. Longitudinal results (n = 356, 366) showed that use of print references had significant impacts on children's early literacy skills (reading, spelling, comprehension) for 2 years following the RCT's conclusion. Results indicate a causal relation between early print knowledge and later literacy skills and have important implications concerning the primary prevention of reading difficulties.Keywords
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