An Exploratory Study of the Effects of Storybook Reading in Preschool on Language and Early Literacy Skills

Abstract

An exploratory study examined some of the book-reading dimensions (e.g., interactive book reading followed by story retelling, the effects of reading stories to small versus large groups, and the effects of repeated reading) considered most beneBcial for developing language competence, an important prerequisite of literacy acquisition. The purpose was to determine the effects of an interactive book reading and story retelling approach (child-centered strategy) used with both small and large groups on story comprehension and narrative-skill development. Eighty-six children enrolled in six Head Start classrooms participated in the 8-week study. No signif cant differences were found in posttest means on any of the language competence measures analyzed. On the other hand, descriptive data collected through teacher interviews suggested a favorable impact on language and early literacy skills when interactive book reading followed by retelling and repeated reading are incorporated into book-reading experiences for preschool children.earning to read is a complex process which includes many compo-