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ERIC Number: ED244222
Record Type: RIE
Publication Date: 1984-Apr
Pages: 61
Abstractor: N/A
Reference Count: 0
Intervention Procedures for Increasing Preschool Children's Interest in and Knowledge about Reading. Technical Report No. 312.
McCormick, Christine E.; Mason, Jana M.
A study examined the effects of preschool reading intervention procedures on the knowledge about reading (reading readiness) of the subjects as they entered kindergarten. One such intervention, carried out for two consecutive years, involved giving low and middle income parents packets of several small, easy-to-read books and guidelines for using them with their children when the parents brought their children for preschool screening provided by the school districts in the spring. Children in the first wave (year one) of the study received two additional packets of books by mail during the summer, and children in the second wave (year two) received only the packet at the screening. Children who came to kindergarten the following fall were then tested, and the results were compared with those of control classmates who had received no materials. The first year students were tested at the beginning and end of the year. Year 2 students were tested only in November. A three-variable model (gender, picture vocabulary test score, and treatment type) was used to predict end-of-kindergarten scores on knowledge of words, letters, spelling, and story. Analyses of the reading knowledge of the first year students indicated reliable and longlasting effects of the treatment. The treatment affected not only story reading but also word reading and spelling. Year 2 students showed a smaller instructional effect when compared with control students. Children's story reading was affected by the treatment, but not word reading or spelling. The diminished effect could be explained by either the earlier posttesting date or the provision of fewer materials. (HTH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Print Awareness