Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension

Dickinson, David K.; Smith, Miriam W.

doi:10.2307/747807

Cited by 493 publications

(373 citation statements)

References 27 publications

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“…Alone, however, reading aloud may be insufficient to promote the comprehension skills young readers must develop. In both parent-child and teacher-child analyses, research has shown that both qualitative and quantitative characteristics of the story book interaction influences what children learn from the experience (Bus, 2003;Dickinson & Caswell, 2007;Dickinson & Smith, 1994). Unfortunately, many teachers lack knowledge of how to maximize the learning potential of storybook read-alouds with young children (Dickinson, Darrow, & Tinubu, 2008;Teale, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…It is widely agreed that children acquire the foundation for skilled reading ahead of conventional reading behaviors and this foundation sets the stage for later success or failure in learning to read (Adams, 1990;Dickinson & Smith, 1994;Pressley, 2006;Teale, 2003). This understanding of emergent literacy has lead to the development of numerous instructional interventions in which young children are taught the prereading skills that underlie conventional reading (e.g., Adams, Foorman, Lundberg, & Beeler, 1998;Ball & Blachman, 1988;Bradley & Bryant, 1983;Dickinson & Caswell, 2007).…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Explicitly Teaching Story Structure to Primary Grade Children

Stevens

Meter

Warcholak

2010

Journal of Literacy Research

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The importance of emergent literacy skills as a foundation for proficient reading has led to the development of interventions to teach these skills. These interventions are particularly important for children from disadvantaged homes because they often lack the home literacy experiences necessary for building foundational literacy skills prior to school entry. While previous interventions have been successful in developing literacy skills, noticeably absent has been instruction to develop comprehension. In this study, teachers explicitly taught the narrative structure to kindergarten and first grade children in high poverty schools to increase their comprehension of children's literature. Instruction was delivered as children listened to stories during daily story time. The findings indicate that children who learned story structures recalled more ideas from new stories and answered more questions about structural elements of those stories (e.g., who is the main character?). The results suggest that teachers can deliver effective comprehension instruction to emergent and beginning readers in the context of listening comprehension activities.The project was funded by a grant from the U. S. Department of Education, Office of Special Education grant number 84.324T for model demonstration projects. The authors wish to acknowledge the faculty, students, and administrators of the Altoona Area School District for their participation in and continued support of this project. In particular we would like to thank Tom Kattouf, the director of Special Education, for being the catalyst for this project.Correspondence should be addressed to Robert J. Stevens, Educational Psychology Program, 202 CEDAR Building, Penn State University, University Park, PA 16802, USA. E-mail: rjs15@psu.edu 159 160 STEVENS, VAN METER, WARCHOLAK Resumen La importancia de las habilidades de lectoescritura emergente (emergent literacy) como base para la suficiencia lectora ha llevado al desarrollo de intervenciones para impartir estas habilidades a los niños que comienzan su proceso de aprendizaje de lectura. Estas intervenciones son particularmente importantes para niños de hogares de escasos recursos, pues estos, con frecuencia, carecen de experiencias que fundamenten las habilidades lectoescritoras necesarias para incursar en la escuela. Previas intervenciones han sido exitosas en desarrollar habilidades lectoescritoras, sin embargo, ha sido notable en ellas la ausencia de la enseñanza explícita de la comprensión lectora. En este estudio, un grupo de maestros enseñaron explíci-tamente la estructura narrativa de historias infantiles a niños de kindergarten y primer grado en escuelas con altos grados de pobreza, con el fin de mejorar su comprensión de la literatura infantil. La enseñanza se impartió mientras los maestros leían a los niños las historias durante la hora diaria de lectura. Los hallazgos indican que los niños que aprendieron las estructuras de las historias pudieron recontar más ideas de nuevas historias y pudieron responder a más pregu...

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effects of Explicitly Teaching Story Structure to Primary Grade Children

Stevens

Meter

Warcholak

2010

Journal of Literacy Research

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“…The practitioners were able to adopt a question-and-answer style of storytelling, similar to the didacticinteractive style described by Dickinson and Smith (1994) which involved a teacherled question and answer style of interaction. The practitioners told/read the stories using questions directly based on the illustrations, supplemented by exaggerated gestures, actions and onomatopoeia.…”

Section: Development Of Languagementioning

confidence: 99%

Supporting children's participation in second‐language stories in an Irish‐language preschool

Mhathuna¹

2008

Early Years

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This paper considers how children learning a second language were supported as active participants during storytelling sessions in an Irish-language immersion preschool in Dublin. Audio-recordings and observations were made of the story sessions once a fortnight over a period of six months. The resulting transcripts were analysed from an interactionist perspective, recognising both the cognitive and social aspects of the process. The staff were also interviewed and a questionnaire was completed by the parents. The analysis showed that the practitioners provided support for the children through dynamic repeated readings of target books, scaffolded interactions, sufficient experience of storybook reading and small and large group organisation of story sessions. The language of the stories was integrated with the language used in the other activities and interactional routines. Difficult choices had to be made in regard to the type and breadth of learning experiences provided when focusing primarily on second language learning.

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“…However, the number of studies on how these students respond to advanced questions that will reveal how these children think and what they want is very limited (Walsh & Kemp, 2013). Indeed, studies indicate that teachers generally prefer simpler questions in the teaching environment (Dickinson & Smith, 1994;Hindman, Wasik, & Erhart, 2012;Zucker, Justice, Piasta, & Kaderavek, 2010). However, questions which are difficult or which require to think differently may be used to distinguish children with different characteristics.…”

Section: Introductionmentioning

confidence: 99%

The Interest Issues of Gifted Children

Bildiren

2018

WJE

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Gifted and talented children show differences in many respects compared to normal developing children. It is expected that these differences may also arise in daily life of all these children. In this research, it is aimed to investigate that whether the responses of three wishes questions of the gifted and talented and normal developing children differ or not. The sample of the study consisted of 54 gifted, 28 talented, and 46 normal developing children. Quantitative and qualitative research methods have been used together in the research. The main research question was as follows: "What would you wish if you had three wishes". Received responses were coded and analyzed by chi-square test according to the response types of children with gifted, talented, and normal developing children. As a result of the research, it was determined that the answers given by the gifted, talented, and normal developing children to the three right wishes differed.

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Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension

Cited by 493 publications

References 27 publications

The Effects of Explicitly Teaching Story Structure to Primary Grade Children

The Effects of Explicitly Teaching Story Structure to Primary Grade Children

Supporting children's participation in second‐language stories in an Irish‐language preschool

The Interest Issues of Gifted Children

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