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ERIC Number: EJ653370
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0022-0663
Effects of Teachers' Reading-Aloud Styles on Vocabulary Acquisition and Comprehension of Students in the Early Elementary Grades.
Brabham, Edna Greene; Lynch-Brown, Carol
Journal of Educational Psychology, v94 n3 p465-73 Sep 2002
Effects of just reading, performance reading, and interactional reading-aloud styles on learning were assessed for 117 first graders and 129 third graders. Results reveal that reading-aloud styles produced statistically significant effects on vocabulary acquisition and comprehension and similar results at each grade level. Vocabulary acquisition was facilitated more by interactional reading than performance reading. (Contains 66 references and 3 tables.) (GCP)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A