ERIC Number: EJ1003990
Record Type: Journal
Publication Date: 2013-Apr
Abstractor: As Provided
Reference Count: 0
The Impact of Reading Expressiveness on the Listening Comprehension of Storybooks by Prekindergarten Children
Mira, William A.; Schwanenflugel, Paula J.
Language, Speech, and Hearing Services in Schools, v44 n2 p183-194 Apr 2013
Purpose: The purpose of this study was to determine the effect of oral reading expressiveness on the comprehension of storybooks by 4- and 5-year-old prekindergarten children. The possible impact of prosody on listening comprehension was explored. Method: Ninety-two prekindergarten children (M age = 57.26 months, SD = 3.89 months) listened to an expressive or inexpressive recording of 1 of 2 similar stories. Story comprehension was tested using assessments of both free recall and cued recall. Results: Children showed statistically significantly better cued recall for the expressive readings of stories compared to the inexpressive readings of stories. This effect generalized across stories and when story length was controlled across both expressive and inexpressive versions. The effect of expressiveness on children's free recall was not significant. Conclusion: Highly expressive readings resulted in better comprehension of storybooks by prekindergarten children. Further, because recordings were used, this effect might be attributed to the facilitation of language processing rather than to enhanced social interaction between the reader and the child.
Descriptors: Listening Comprehension, Oral Reading, Story Reading, Preschool Children, Suprasegmentals, Recall (Psychology)
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: firstname.lastname@example.org; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A