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.
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