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The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills

Zucker, Tricia A ; Cabell, Sonia Q ; Justice, Laura M ; Pentimonti, Jill M ; Kaderavek, Joan N

Developmental psychology, 2013-08, Vol.49 (8), p.1425-1439 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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Título:
The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills
Autor: Zucker, Tricia A ; Cabell, Sonia Q ; Justice, Laura M ; Pentimonti, Jill M ; Kaderavek, Joan N
Assuntos: At Risk Students ; Beginning Reading ; Biological and medical sciences ; Child ; Child development ; Child Language ; Child, Preschool ; Children ; Children & youth ; Classroom Communication ; Classrooms ; Coding ; Cohort Studies ; Developmental psychology ; Educational Status ; Elementary School Students ; Evaluation ; Experience ; Faculty ; Female ; Fundamental and applied biological sciences. Psychology ; Grade 1 ; Human ; Humans ; Kindergarten ; Kindergarten Students ; Language ; Language Development ; Language Skills ; Literacy ; Literature ; Longitudinal Studies ; Male ; Narratives ; Oral Reading ; Peabody Picture Vocabulary Test ; Pre-school education ; Preschool Children ; Preschool Education ; Preschool Students ; Preschool teachers ; Preschools ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Reading ; Reading Aloud to Others ; Reading Comprehension ; Reading Development ; Reading Instruction ; Reading Tests ; Shared reading ; Skills ; Statistics as Topic ; Teachers ; United States (Mid Atlantic States) ; United States (Midwest) ; Video Technology ; Vocabulary ; Vocabulary Development ; Woodcock Johnson Tests of Achievement
É parte de: Developmental psychology, 2013-08, Vol.49 (8), p.1425-1439
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Descrição: In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. "Frequency" refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. "Features" refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes.
Editor: Washington, DC: American Psychological Association
Idioma: Inglês

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The Role of Frequent, Interactive Prekindergarten Shared Reading in the Longitudinal Development of Language and Literacy Skills

Zucker, Tricia A ; Cabell, Sonia Q ; Justice, Laura M ; Pentimonti, Jill M ; Kaderavek, Joan N

Washington, DC: American Psychological Association

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