Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income Backgrounds.

Lonigan, Christopher J.; Whitehurst, Grover J.

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Peer reviewed

ERIC Number: EJ574139

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0885-2006

EISSN: N/A

Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income Backgrounds.

Lonigan, Christopher J.; Whitehurst, Grover J.

Early Childhood Research Quarterly, v13 n2 p263-90 1998

Evaluated the effects of a six-week interactive shared-reading intervention with 3- to 4-year olds from low-income families who attended subsidized child care. The intervention involved teacher-reading at school, parents-reading at home, both-reading, or a no-treatment control. Found that significant gains on measures of oral language and language samples were largest for children in conditions involving home reading. (Author/KB)

Descriptors: Comparative Analysis, Early Intervention, Language Skills, Low Income Groups, Oral Reading, Parent Participation, Parents as Teachers, Preschool Children, Reading Aloud to Others, Teacher Student Relationship

Publication Type: Journal Articles; Reports - Evaluative

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: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64505

IES Cited: ED497620

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