Abstract
ABSTRACTA total of 29 low-income, prekindergarten children, attending a summer school program, participated in a six-week shared book-reading (SBR) intervention. Children were randomly assigned to one of four conditions that varied in the extent to which teachers embedded an explicit emphasis on print (code-focused interactions), vocabulary (meaning-focused interactions), or both print and vocabulary during SBR sessions. Measures of print knowledge, phonological awareness, and vocabulary were administered one week prior to and immediately following the intervention. Results confirmed the specificity of early literacy interventions on targeted print or vocabulary outcomes and offered support for a potential synergistic effect of a combined focus on both print and meaning during storybook reading.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: Preventing School Failure: Alternative Education for Children and Youth
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.