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ERIC Number: ED493778
Record Type: Non-Journal
Publication Date: 2006-Sep-28
Pages: 15
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: N/A
Shared Book Reading. What Works Clearinghouse Intervention Report
What Works Clearinghouse
"Shared Book Reading" is a general practice aimed at enhancing young children's language and literacy skills and their appreciation of books. Typically, "Shared Book Reading" involves an adult reading a book to one child or a small group of children without requiring extensive interactions from them. Three studies of "Shared Book Reading" met the What Works Clearinghouse (WWC) evidence standards. These studies, which included a total of 124 preschool children, examined intervention effects on children's oral language and phonological processing. All children were from low- to middle-income families and about half were female. This report focuses on immediate posttest findings to determine the effectiveness of the intervention. Based on these three studies, the WWC found mixed effects for oral language and potentially positive effects for phonological processing. (Contains 10 footnotes.) [This publication was produced by the What Works Clearinghouse. The following three studies are reviewed in this intervention report: (1) Irlen, S. M. (2003a). The impact of video viewing and retelling on preliterate children's narrative comprehension. "Dissertation Abstracts International," 64(04), 1174A. (UMI No. 3088967); (2) Irlen, S. M. (2003b). The impact of video viewing and retelling on preliterate children's narrative comprehension. "Dissertation Abstracts International," 64(04), 1174A. (UMI No. 3088967); and (3) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers. "Journal of Early Intervention," 22(4), 306-322.]
What Works Clearinghouse. 2277 Research Boulevard, MS 6M, Rockville, MD 20850. Web site: http://www.whatworks.ed.gov/
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A