A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn Klingler

doi:10.1177/0022219410378444

Cited by 134 publications

(113 citation statements)

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“…For example, greater variety may reflect differences in how books are shared, in addition to how many and how often. This qualitative aspect of reading aloud (notably, dialogic reading in which the child actively participates) has been shown to provide a disproportionate share of its benefits, behaviorally 74,75 and possibly in terms of neurobiological effect.…”

Section: Figurementioning

confidence: 99%

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

et al. 2015

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BACKGROUND AND OBJECTIVES: Parent-child reading is widely advocated to promote cognitive development, including in recommendations from the American Academy of Pediatrics to begin this practice at birth. Although parent-child reading has been shown in behavioral studies to improve oral language and print concepts, quantifiable effects on the brain have not been previously studied. Our study used blood oxygen level-dependent functional magnetic resonance imaging to examine the relationship between home reading environment and brain activity during a story listening task in a sample of preschool-age children. We hypothesized that while listening to stories, children with greater home reading exposure would exhibit higher activation of left-sided brain regions involved with semantic processing (extraction of meaning).METHODS: Nineteen 3-to 5-year-old children were selected from a longitudinal study of normal brain development. All completed blood oxygen level-dependent functional magnetic resonance imaging using an age-appropriate story listening task, where narrative alternated with tones. We performed a series of whole-brain regression analyses applying composite, subscale, and individual reading-related items from the validated StimQ-P measure of home cognitive environment as explanatory variables for neural activation.RESULTS: Higher reading exposure (StimQ-P Reading subscale score) was positively correlated (P , .05, corrected) with neural activation in the left-sided parietal-temporal-occipital association cortex, a "hub" region supporting semantic language processing, controlling for household income. CONCLUSIONS:In preschool children listening to stories, greater home reading exposure is positively associated with activation of brain areas supporting mental imagery and narrative comprehension, controlling for household income. These neural biomarkers may help inform eco-bio-developmental models of emergent literacy. WHAT'S KNOWN ON THIS SUBJECT:The American Academy of Pediatrics recommends parent-child reading from infancy through at least kindergarten, the span of maximal brain growth. Home literacy environment, including reading behaviors and access to books, has been shown to promote oral language and print concepts. WHAT THIS STUDY ADDS:Home reading environment is positively associated with activation of brain areas supporting narrative comprehension and mental imagery in preschool children. This offers novel insight into the neurobiological foundations of emergent literacy and potential effect of shared reading during early childhood. Dr Hutton conceptualized and designed the study, performed all data analysis, and drafted the initial manuscript and subsequent revisions; Dr Horowitz-Kraus provided guidance on study design and analysis, assisted with coordination of data collection, and reviewed and revised the manuscript; Dr Mendelsohn served as national outside facilitator and mentor for this project, provided advice on the use of the StimQ measure, and reviewed and revised the manuscript; Dr...

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Section: Figurementioning

confidence: 99%

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

et al. 2015

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“…La duración de las intervenciones es una variable que a veces se describe pero no se analiza en varias revisiones (Edmons et al, 2009;Solis et al, 2012;Swanson et al, 2011). En este estudio se encontró una relación positiva entre duración de la intervención y tamaño del efecto, mientras que Rosenshine y Meister (1993) no encontraron relación entre el número de sesiones y la significación de los resultados, y Berkeley et al (2010) encontraron que las intervenciones con una duración de entre una semana y un mes producían efectos mayores que las que duraban más o menos que ese tiempo.…”

Section: Juan C Ripoll Y Gerardo Aguadounclassified

“…También hay revisiones que se centran en distintos tipos de programas o estrategias como la enseñanza recí-proca para el aprendizaje de estrategias de comprensión (Rosenshine y Meister, 1993), la generación de preguntas (Rosenshine, Meister, y Chapman, 1996), el sistema de lecturas repetidas (Therrien, 2004), intervenciones de lectura en voz alta (Swanson et al, 2011), debates sobre textos (Murphy, Wilkinson, Soter, Hennesey, y Alexander, 2009), estrategias de auto-supervisión (Joseph y Eveligh, 2011), o actividades de escritura para mejorar la comprensión lectora (Graham y Herbert, 2010). Estas revisiones muestran, en conjunto, que se pueden conseguir mejoras en la comprensión lectora de alumnado con o sin dificultades de aprendizaje por medio de intervenciones basadas en el trabajo con textos, como la práctica de estrategias de comprensión o el comentario de los textos.…”

Section: Introductionunclassified

Reading Comprehension Improvement for Spanish Students: A Meta-Analysis // La mejora de la comprensión lectora en español: Un meta-análisis

Salceda

Aguado²

2013

REV PSICODIDACT

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ResumenSe realizó una revisión sistemática de intervenciones para la mejora de la comprensión lectora en español. Se incluyeron estudios realizados con alumnado en edad escolar con diseños experimentales o diseños cuasi-experimentales, que habían controlado la equivalencia de los grupos en comprensión lectora antes de la intervención. Se localizaron 39 estudios con los que se hizo un meta-análisis de efectos aleatorios obteniendo una estimación combinada del tamaño del efecto de 0.71. Se muestra la eficacia de las intervenciones basadas en estrategias de comprensión, como la identificación de ideas principales o la construcción de inferencias, y de las que combinan la enseñanza de estrategias con otros métodos como la motivación o la mejora de la descodificación. Solo dos estudios proporcionaron información sobre cómo se mantenían los resultados tiempo después de finalizar la intervención por lo que se considera que ése tendría que ser uno de los puntos a tener en cuenta en futuras investigaciones.Palabras clave: Comprensión lectora, estrategias de comprensión, meta-análisis. AbstractA systematic review of interventions to improve reading comprehension was conducted in Spanishspeaking students. Studies included had to have an experimental or quasi experimental design, the equivalence of groups in reading comprehension before intervention had to be controlled, and the participants had to be school-age. Thirty nine studies met the above criteria and were considered. A meta-analysis of random effects was carried out obtaining a combined effect-size estimate of 0.71. The interventions that proved to be more effective were those based on comprehension strategies like locating the main ideas or making inferences, and those interventions combining teaching of strategies with other methods such as motivation or improvement of decoding. Only two studies reported about whether results remained over time after intervention, so maintenance of results is an aspect that should be included in future research.

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“…En effet, l'enfant d'âge préscolaire développe des habiletés relatives à l'entrée dans l'écrit, développement qui s'inscrit dans ce qu'on nomme l'éveil à la lecture et à l'écriture (Thériault et Lavoie, 2004). Fisher et Medvic, 2003;Gibson, Gold et Sgouros, 2007;Gold et Gibson, 2001;Hudson et Test, 2011;Swanson, Wanzek, Petscher, Vaughn, Heckert, Cavanaugh, Kraft et Tackett, 2011;Wiseman, 2010) Éveil à la lecture et à l'écriture dans les services de garde...…”

Section: Introductionunclassified

Éveil à la lecture et à l’écriture dans les services de garde en milieu scolaire : engagement et ouverture face aux livres

Myre-Bisaillon

Chalifoux

Lapointe-Garant

et al. 2015

ncre

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Children's early introduction to reading and writing in in-school daycare: engagement in and openness to books Abstract This article focuses on children's early introduction to reading and writing (early literacy: EL) in in-school daycare. Following the implementation of an in-school daycare EL program designed and tested for a year with kindergarten children, the objective of this article is to present the program's effects on the engagement and openness that the children showed during discovery activities. Specifically, we compare underprivileged and privileged groups at the entry into kindergarten and at the end of the school year, with some children having been exposed to the activities of the EL program and others not (total N = 556). The quantitative analyses performed suggest that the EL program had significant effects on engagement in and openness to books for the population exposed to the program compared to the population that was not exposed.Keywords: early literacy, reading engagement, kindergarten, in-school daycare, underprivileged Iniciación a la lectura y a la escritura en los servicios de guardería escolar: compromiso y apertura frente a los libros ResumenEl presente artículo trata de la iniciación de la lectura y de la escritura (ELE, por su sigla en francés). Por medio de un programa de ELE en los servicios de guardería escolar concebido y puesto a prueba durante un año en niños de nivel preescolar, el objetivo del artículo es presentar los resultados de los efectos de este programa en relación con el compromiso y la apertura que los niños manifiestan en el momento de la actividad de iniciación. Más específicamente, comparamos dos grupos de contextos vulnerables y no vulnerables al inicio y al final del preescolar. Algunos niños fueron expuestos a las actividades de este programa de ELE y otros no (N total = 556). Los análisis cuantitativos sugieren que el Nouveaux c@hiers de la recherche en éducation, vol. 17, n o 2, 2014, p. 125 à 147 126 programa ELE tuvo efectos significativos sobre el compromiso y apertura hacia los libros de la población expuesta al programa en comparación con aquella que no estuvo (N total = 556).Palabras clave: iniciación a la lectura y a la escritura, compromiso lector, preescolar, servicios de guardia, contextos vulnerables

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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

Cited by 134 publications

References 45 publications

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

Home Reading Environment and Brain Activation in Preschool Children Listening to Stories

Reading Comprehension Improvement for Spanish Students: A Meta-Analysis // La mejora de la comprensión lectora en español: Un meta-análisis

Éveil à la lecture et à l’écriture dans les services de garde en milieu scolaire : engagement et ouverture face aux livres

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