ERIC Number: ED325202
Record Type: Non-Journal
Publication Date: 1990-Jul
Reference Count: N/A
Shared Book Reading in an Early Start Program for At-Risk Children. Technical Report No. 504.
Mason, Jana M.; And Others
Schools typically place a high value on the dominant middle-class approach to becoming literate: they expect all children to arrive at school familiar with books and able to discuss stories. However, community use of printed materials varies, resulting in a large number of nonmainstream children deemed at risk for school failure at an early age. In an effort to address this situation, a study examined the effects of including shared book reading activities in an urban preschool program that identified at-risk children through assessment of child and family characteristics. A year-long intervention supplemented the regular program with weekly classroom reading and sharing of simple books; use of book topics for writing and dramatic play; and shared book reading by parents and children at home. The study employed a quasi-experimental control design with multiple converging measures of children's knowledge of language and literacy constructs and parent questionnaire responses. Multivariate and univariate analyses revealed that literacy development can be fostered through the incorporation of shared book reading. Pre- and posttest comparisons also revealed that at-risk children can make substantial growth in language development, print concept awareness, letter knowledge, writing, and reading abilities. (Author/RH)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/79880