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

journal contribution
posted on 2023-05-17, 21:23 authored by Sim, SHS, Berthelsen, D, Walker, S, Nicholson, JM, Fielding-Barnsley, R
A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children’s language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading 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. Analyses of change from pre- to post-intervention showed significant effects for the DR and DP+PR groups compared to the control group on three of the six emergent literacy measures: expressive language, rhyme, and concepts about print. At three-month follow-up assessment, the two intervention groups maintained significantly better performance on the measure of concepts about print only. These findings illustrate the potential of a brief home-based intervention for promoting children’s emergent literacy

History

Publication title

Early Child Development and Care

Volume

184

Issue

11

Pagination

1531-1549

ISSN

0300-4430

Department/School

Faculty of Education

Publisher

Routledge

Place of publication

United Kingdom

Rights statement

Copyright 2013 Taylor & Francis

Repository Status

  • Restricted

Socio-economic Objectives

Learner and learning not elsewhere classified

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