Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 0 |
Since 2005 (last 20 years) | 3 |
Descriptor
Vocabulary Development | 3 |
Intervention | 2 |
Kindergarten | 2 |
Language Skills | 2 |
Meta Analysis | 2 |
Young Children | 2 |
Animation | 1 |
At Risk Persons | 1 |
Books | 1 |
Child Care Centers | 1 |
Childrens Literature | 1 |
More ▼ |
Author
Bus, Adriana G. | 3 |
de Jong, Maria T. | 3 |
Mol, Suzanne E. | 2 |
Smeets, Daisy J. H. | 1 |
Verhallen, Maria J. A. J. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Evaluative | 3 |
Education Level
Kindergarten | 2 |
Early Childhood Education | 1 |
Grade 1 | 1 |
Preschool Education | 1 |
Audience
Location
Brazil | 1 |
Israel | 1 |
Mexico | 1 |
Netherlands | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T. – Review of Educational Research, 2009
This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book…
Descriptors: Foreign Countries, Emergent Literacy, Vocabulary Development, Early Reading
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H. – Early Education and Development, 2008
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that…
Descriptors: Control Groups, Reading Aloud to Others, Effect Size, Literacy
Verhallen, Maria J. A. J.; Bus, Adriana G.; de Jong, Maria T. – Journal of Educational Psychology, 2006
This research focuses on the ability of book-based animated stories, when well designed and produced, to have positive effects on young viewers' narrative comprehension and language skills. Sixty 5-year-olds, learning Dutch as a 2nd language, were randomly assigned to 4 experimental and 2 control conditions. The children profited to some extent…
Descriptors: Kindergarten, Young Children, At Risk Persons, Multimedia Materials