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ERIC Number: EJ879465
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
Reference Count: 92
ISSN: ISSN-0034-6543
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.
Review of Educational Research, v79 n2 p979-1007 2009
This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book reading. A moderate effect size was found for oral language skills, implying that both quality of book reading in classrooms and frequency are important. Although teaching print-related skills is not part of interactive reading programs, 7% of the variance in kindergarten children's alphabetic knowledge could be attributed to the intervention. The study also shows that findings with experimenters were simply not replicable in a natural classroom setting. Further research is needed to disentangle the processes that explain the effects of interactive reading on children's print knowledge and the strategies that may help transfer intervention effects from researchers to children's own teachers. (Contains 2 notes, 3 tables, and 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Grade 1; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Brazil; Israel; Mexico; Netherlands; United States