Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension.

Dickinson, David K.; Smith, Miriam W.

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Peer reviewed

ERIC Number: EJ487825

Record Type: CIJE

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0034-0553

EISSN: N/A

Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension.

Dickinson, David K.; Smith, Miriam W.

Reading Research Quarterly, v29 n2 p104-22 Apr-Jun 1994

Finds 3 patterns of book-reading experiences in 24 classrooms of 4-year olds: coconstructive; didactic-interactional; and performance-oriented. Finds larger gains (one year later) by children in the performance-oriented classrooms than by those in the didactic-interactional rooms. Reveals strong effects of child-involved analytic talk on vocabulary and modest effects on story understanding. (SR)

Descriptors: Behavior Patterns, Classroom Research, Emergent Literacy, Low Income Groups, Preschool Children, Preschool Education, Reading Aloud to Others, Reading Research, Teacher Student Relationship, Vocabulary Development

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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