Developing Pre-Literacy Skills via Shared Book Reading
This paper reports on a low cost intervention program implemented into the homes of 34 preschool children at risk of reading failure. The intervention was targeted at families where there was a history of reading disability. Families were instructed in dialogic reading via videotaped examples of good practice. The intervention took place over eight weeks. Pre- and post- measures of language and literacy were taken for experimental and control groups. The intervention was successful in raising levels of concepts about print for the experimental group; receptive vocabulary and alphabet knowledge improved for the control group. There were no significant changes in measures of expressive vocabulary, rhyme and initial sounds. For students in both groups, gender was associated with rhyme, and concepts of print; parent educational level was associated with alphabet knowledge, and expressive vocabulary.
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|Item Type:||Journal Article|
|Keywords:||family literacy, intervention, pre, school, at, risk, shared book reading|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Special Education and Disability (130312)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2002 Learning Difficulties Australia Inc.|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||19 Aug 2005 00:00|
|Last Modified:||09 Jun 2010 12:26|
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