A Book Reading Intervention with Preschool Children Who Have Limited Vocabularies: The Benefits of Regular Reading and Dialogic Reading.

Hargrave, Anne C.; Senechal, Monique

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ633360

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0885-2006

EISSN: N/A

A Book Reading Intervention with Preschool Children Who Have Limited Vocabularies: The Benefits of Regular Reading and Dialogic Reading.

Hargrave, Anne C.; Senechal, Monique

Early Childhood Research Quarterly, v15 n1 p75-90 2000

Examined effects of two types of storybook reading experiences on acquisition of vocabulary of 36 preschoolers behind chronological age in expressive vocabulary. Found that children in the dialogic-reading condition made significantly larger gains in vocabulary introduced in the books, as well as gains on a standardized expressive vocabulary test, than did children in a regular shared book-reading situation. (Author/KB)

Descriptors: Comparative Analysis, Intervention, Preschool Children, Preschool Education, Reading Aloud to Others, Story Reading, Vocabulary Development, Vocabulary Skills

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64502

IES Cited: ED509373