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Direct linkHojnoski, Robin; Polignano, Joy; Columba, Helen Lynn – Early Education and Development, 2016
Research Findings: Shared book reading provides opportunities for adults to engage in literacy-related interactions with children in meaningful ways. Research has examined various dimensions of adult and child behavior during shared book-reading interactions with some focus on how book type affects the reading experience. Little research, however,…
Descriptors: Preschool Education, Preschool Teachers, Preschool Children, Reading Aloud to Others
Ten Brug, Annet; Munde, Vera S.; van der Putten, Annette A.J.; Vlaskamp, Carla – European Journal of Special Needs Education, 2015
Introduction: Multi-sensory storytelling (MSST) is a storytelling method designed for individuals with profound intellectual and multiple disabilities (PIMD). It is essential that listeners be alert during MSST, so that they become familiar with their personalised stories. Repetition and the presentation of stimuli are likely to affect the…
Descriptors: Severe Intellectual Disability, Multiple Disabilities, Attention, Teaching Methods
Whalon, Kelly; Martinez, Jose R.; Shannon, Darbianne; Butcher, Colleen; Hanline, Mary Frances – Topics in Early Childhood Special Education, 2015
A multiple baseline across participants design was used to investigate the impact of RECALL (Reading to Engage Children With Autism in Language and Learning) on the correct, unprompted responding and initiations of young children with autism spectrum disorder (ASD). RECALL is an adapted shared reading intervention based on dialogic reading. RECALL…
Descriptors: Autism, Young Children, Intervention, Program Effectiveness
Strasser, Katherine; Mendive, Susana; Vergara, Daniela; Darricades, Michelle – Early Education and Development, 2018
Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they…
Descriptors: Self Management, Intervention, Preschool Teachers, Language Usage
Hojnoski, Robin L.; Columba, Helen Lynn; Polignano, Joy – Early Education and Development, 2014
Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent-child shared book reading as a context for…
Descriptors: Teaching Methods, Reading Aloud to Others, Parent Child Relationship, Mathematical Concepts
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H. – Early Education and Development, 2008
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that…
Descriptors: Control Groups, Reading Aloud to Others, Effect Size, Literacy
