The Effects of Story Reading Programs on Literacy and Language Development of Disadvantaged Preschoolers

Karweit, Nancy; Wasik, Barbara A.

doi:10.1207/s15327671espr0104_4

Cited by 70 publications

(50 citation statements)

References 15 publications

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“…A plethora of research evidence (Durkin, 1966;Clark, 1976;Smith, 1978;Taylor, 1983;Wade, 1984;Baghban, 1984;Mason & Allen, 1986;Wells, 1986;Teale & Sulzby, 1987, Hiebert, 1988Morrow et al, 1990;Karweit & Wasik, 1996;Reese, Sparks, & Leyva, 2010;Saracho & Spodek, 2010;Collins, 2010;Lefebvre, 2011;Gillanders & Castro, 2011) highlight reading storybooks or reading aloud to children as the key component in facilitating the early literacy acquisition. It is said to be one of the best ways to bring children into the world of literacy (Holdaway, 1979;Trelease, 1995).…”

Section: The Shift Towards Emergent Literacy and Storybook Readingmentioning

confidence: 99%

SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development

Harji¹,

Balakrishnan²,

Letchumanan³

2016

ELT

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Realising the clear dichotomy between schools and homes, the Malaysia government has now turned its attention to stakeholders and called for an increase involvement of parents, who are critical in transforming the education system. However, a clear line of demarcation continues to exist between the two prime educators of young children. Schools have yet to fully embrace the concept of active parental involvement, particularly in academic matters and have yet to design formalised programmes that provide avenues for active parental involvement. The six month Smart Partnership in Reading in English (SPIRE) formalised programme, which created a platform for non-native parents to play a more active role in developing early literacy skills in young children, particularly, reading skills in English language, was explored as an option. 25 non-native five year old children, 25 parents and the class teacher were involved in the programme. A rich ESL literacy environment was created both at school and homes by making a wide range of English storybooks and multimedia materials available for the children to be taken home. The parent-teacher partnership scaffold the children's reading development. The teacher reads storybooks in school and the parents at home. Qualitative data gathered via interviews, home visits, meetings and informal conference provided evidence for parents' positive attitudes towards reading English storybooks and towards being involved in their child's reading development, a positive link between levels of parental involvement and reading development, and the plausibility of involving non-native parents through a formalised reading programme. The SPIRE programme explored in the Malaysian context can also be adopted in non English speaking countries for similar purposes.

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Section: The Shift Towards Emergent Literacy and Storybook Readingmentioning

confidence: 99%

SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development

Harji¹,

Balakrishnan²,

Letchumanan³

2016

ELT

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“…The work in small groups of two children was conducted according to results of studies that working in small groups plays a major role in promoting young children's literacy (Blok, 1999;Karweit & Wasik, 1996;Lauren & Allen, 1999). Working in pairs was found to promote young children's emergent literacy in the field of working with e-books (Shamir, 2009;Shamir, et al, 2008).…”

Section: Participantsmentioning

confidence: 99%

Reading electronic and printed books with and without adult instruction: effects on emergent reading

et al. 2009

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The effects of electronic book (e-book) and printed book reading on children's emergent reading with and without adult instruction were investigated. One hundred twenty-eight 5-to 6-year-old kindergarten children from low SES families were randomly assigned to one of four groups (32 children each):(1) independently reading the e-book (EB); (2) reading the e-book with adult instruction (EBI); (3) reading the printed book with adult instruction (PBI); and (4) receiving the regular kindergarten program (control). The three intervention groups included four book-reading sessions each. Pre-and post-intervention emergent reading measures included concept about print (CAP), word reading, and phonological awareness. The results showed that the EBI group achieved greater progress in word reading and CAP than all other groups. The EBI group also achieved greater progress in phonological awareness than the EB and the control groups. Implications for future research and for educators are discussed.

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“…Substantial research has shown that children of different age groups learn new words from listening to stories, such as children in preschool (Karweit & Wasik, 1996;Sénéchal, Thomas, & Monker, 1995;Wasik & Bond, 2001), in kindergarten (Eller, Pappas, & Brown, 1988;Robbins & Ehri, 1994), and in primary grades (Brabham & Lynch-Brown, 2002;Brett, Rothlein, & Hurley, 1996;Elley, 1989;Nicholson & Whyte, 1992;Penno, Wilkinson, & Moore 2002;Wilkinson & Houston-Price, 2012). One of the earliest studies on vocabulary learning from listening to stories was conducted by Elley (1989) who provided empirical evidence of vocabulary learning from listening to stories read aloud by classroom teachers.…”

Section: Listening To Stories and Vocabulary Learningmentioning

confidence: 99%

Learning Word Meanings from Teachers’ Repeated Story Read-Aloud in EFL Primary Classrooms

Lin¹

2014

ELT

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This study used a quasi-experimental design to determine the effects of teachers' story read-aloud on EFL elementary school students' word learning outcomes. It specifically examined whether the word learning was enhanced by teachers' repeated story read-aloud and word-meaning explanations and further determined whether the learning outcomes were related to children's English proficiency. Two native English-speaking teachers read a story to their fourth-grade classes four times. The results showed that increasing frequency of story read-aloud yielded greater word-learning gains across time. The EFL children, on average, learned approximately half of the target words by the third read-aloud. While both high-and low-proficiency groups showed significant vocabulary gains with the frequency of teachers' read-aloud, the high-proficiency children consistently outperformed their low-proficiency peers, especially on the L1 meaning-matching vocabulary test. The overall findings were quite encouraging and showed empirical evidence that teachers' repeated story read-aloud can be an effective way to facilitate elementary school children's word learning in a context where English is a foreign language.

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The Effects of Story Reading Programs on Literacy and Language Development of Disadvantaged Preschoolers

Cited by 70 publications

References 15 publications

SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development

SPIRE Project: Parental Involvement in Young Children’s ESL Reading Development

Reading electronic and printed books with and without adult instruction: effects on emergent reading

Learning Word Meanings from Teachers’ Repeated Story Read-Aloud in EFL Primary Classrooms

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