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ERIC Number: ED532023
Record Type: Non-Journal
Publication Date: 2012
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
What Works Clearinghouse Quick Review: "Increasing Young Children's Contact with Print during Shared Reading--Longitudinal Effects on Literacy Achievement"
What Works Clearinghouse
The study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students. Project STAR is a program in which teachers read books aloud to their students and use instructional techniques designed to encourage children to pay attention to print within storybooks. Eighty-five preschool classrooms were randomly assigned to one of three study groups: a high-dose intervention group, in which preschoolers experienced 120 reading sessions over 30 weeks; a low-dose intervention group, in which preschoolers experienced 60 reading sessions over 30 weeks; or a comparison group, in which preschool teachers read the same books used in the high-dose intervention group to their students, but did not use Project STAR techniques. Literacy skills of students in all three groups were measured one and two years after the intervention. The study reported that students in the high-dose intervention group had significantly higher early literacy skills (reading, spelling, and comprehension) than those in the comparison group on both the one- and two-year post-intervention assessments. Relative to the comparison group, students in the low-dose intervention group demonstrated significant improvements on only the spelling outcome of the two-year post-intervention assessment. The study is a randomized controlled trial that did not provide sufficient information to determine attrition or baseline equivalence of the analytic samples. A more thorough review (forthcoming) will determine whether this study may "meet What Works Clearinghouse (WWC) evidence standards with or without reservations." [The following study is reviewed in this What Works Clearinghouse Quick Review: "Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement" (EJ965180).]
What Works Clearinghouse. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 866-503-6114; e-mail: info@whatworks.ed.gov; Web site: http://ies.ed.gov/ncee/wwc
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: What Works Clearinghouse (ED)