Increasing young children's contact with print during shared reading: longitudinal effects on literacy achievement.
Child Dev
; 83(3): 810-20, 2012.
Article
em En
| MEDLINE
| ID: mdl-22506889
ABSTRACT
Longitudinal results for a randomized-controlled trial (RCT) assessing the impact of increasing preschoolers' attention to print during reading are reported. Four-year-old children (N = 550) in 85 classrooms experienced a 30-week shared reading program implemented by their teachers. Children in experimental classrooms experienced shared-book readings 2 or 4 times per week during which their teachers verbally and nonverbally referenced print. Children in comparison classrooms experienced their teachers' typical book reading style. Longitudinal results (n = 356, 366) showed that use of print references had significant impacts on children's early literacy skills (reading, spelling, comprehension) for 2 years following the RCT's conclusion. Results indicate a causal relation between early print knowledge and later literacy skills and have important implications concerning the primary prevention of reading difficulties.
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Leitura
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Logro
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Vocabulário
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Compreensão
Tipo de estudo:
Clinical_trials
Limite:
Child, preschool
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Female
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Humans
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Male
Idioma:
En
Revista:
Child Dev
Ano de publicação:
2012
Tipo de documento:
Article
País de afiliação:
Estados Unidos