A shared reading intervention with parents to enhance young children’s early literacy skills

Sim, Susan, Berthelsen, Donna C., Walker, Susan, Nicholson, Jan M., & Fileding-Barnsley, Ruth (2014) A shared reading intervention with parents to enhance young children’s early literacy skills. Early Child Development and Care, 184(11), pp. 1531-1549.

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Parental reading to children from an early age has been shown to enhance children’s emergent literacy skills. A pragmatic randomized controlled trial (RCT) was used to investigate the effects of two forms of shared reading interventions on children’s language and literacy skills. Parents of 80 preparatory year children from outer suburban schools of an Australian metropolitan city were trained to use shared reading strategies in an eight-week home intervention. Families were assigned to one of three groups: Dialogic Reading (DR), Dialogic Reading with the addition of Print Referencing (DR + PR), or an attention-matched control group. The sample comprised 42 boys and 38 girls ranging in age from 4.9 years to 6.3 years (M = 5.5, SD = 0.3). Data were collected at pre, post, and at three months follow-up. Measures assessed children’s oral language (receptive and expressive vocabulary), phonological awareness (rhyme, word completion), alphabet knowledge, and concepts about print. Analyses of change from pre to post showed significant effects for the DR and DR + PR groups compared to the control group on three of the six measures: expressive language, rhyme, and concepts about print. At 3-month follow-up assessment, the two intervention groups maintained significantly better performance on the measure of concepts of print only. At both time points, there were no group differences between the DR and DR+PR conditions. These findings illustrate the potential of a brief home focused intervention on promoting children’s emergent literacy.

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ID Code: 67931
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 10 Dec 2013. The embargo on the accepted manuscript version will expire on June 2015.
Keywords: Emergent literacy intervention, Dialogic reading, Print referencing, Shared reading, Pragmatic randomized control trial
DOI: 10.1080/03004430.2013.862532
ISSN: 0300-4430
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
Copyright Owner: Copyright 2014 Taylor & Francis
Copyright Statement: This is an Author's Original Manuscript of an article submitted for consideration in the Early Child Development and Care copyright Taylor & Francis; Early Child Development and Care is available online at http://www.tandfonline.com/10.1080/03004430.2013.862532.
Deposited On: 03 Mar 2014 01:32
Last Modified: 13 Aug 2015 06:15

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