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ERIC Number: ED536231
Record Type: Non-Journal
Publication Date: 2012-Oct
Pages: 8
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
WWC Review of the Report "Increasing Young Children's Contact with Print during Shared Reading: Longitudinal Effects on Literacy Achievement"
What Works Clearinghouse
The study examined the impact of the "Project STAR" ("Sit Together and Read") reading program on the literacy skills of preschool students. Researchers randomly assigned 85 preschool classrooms in Ohio to one of three study groups at the start of the 2004-05 or 2005-06 school years: (1) A high-dose intervention group, in which teachers used "Project STAR" techniques with their students in four reading sessions per week, for 30 weeks; (2) A low-dose intervention group, in which teachers used "Project STAR" techniques with their students in two reading sessions per week, for 30 weeks; or (3) A comparison group, in which teachers used their regular instructional techniques in four reading sessions per week, for 30 weeks. The study analyzed four measures of literacy skills--reading, spelling, comprehension, and vocabulary--for up to 366 students from the three study groups one and two years after the intervention. For the four comparisons that meet the What Works Clearinghouse (WWC) evidence standards with reservations, the study found that students in the low-dose intervention group were not significantly different from students in the comparison group on vocabulary, reading, and spelling outcomes at the one-year follow-up. Students in the high-dose intervention group had significantly higher spelling skills than those in the comparison group at the two-year follow-up. The research described in this report meets WWC evidence standards with reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 3 endnotes.) [The following study is reviewed in this paper: "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)
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement
IES Funded: Yes