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ERIC Number: EJ918889
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-0014-4029
The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay
Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Kwok, Oiman; Taylor, Aaron B.; Davis, Matthew J.; Kim, Minjung; Simmons, Leslie
Exceptional Children, v77 n2 p161-183 Win 2011
This study examined the effects of an intensive shared book-reading intervention on the vocabulary development of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared book-reading conditions (i.e., the experimental, Words of Oral Reading and Language Development [WORLD] intervention; or typical practice). Results on researcher-developed measures showed statistically and practically significant effects for the WORLD intervention with no differential effects for children with higher versus lower entry level vocabulary knowledge. The researchers detected no statistically significant differences on standardized measures. Results suggest that a combination of instructional factors may be necessary to enhance the efficacy of shared book reading for children with early vocabulary difficulties. (Contains 4 tables and 2 figures.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R305G050121
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations