This study investigates how interactive features embedded in the illustrations of storybook apps influenced young readers' story enjoyment and comprehension. Kindergartners and second graders (N = 91) were randomly assigned to read storybook apps in an interactive or noninteractive condition. Findings showed that children's self-reported enjoyment…

This study examines associations between reading comprehension and perspective taking for children who read 2 fictional stories. One story is rich in social and emotional content, describing a girl making new friends and experiencing an intergroup conflict. The other story contains less social content. The study uses hierarchical linear modeling…

In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and…

This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were…

The purpose of this study was to compare 2 methods for directly teaching word meanings to kindergarten students within storybook read-alouds that varied in instructional time and depth of instruction along with a control condition that provided students with incidental exposure to target words. Embedded instruction introduces target word meanings…

This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…

Investigated the effects on 4th graders of writing tasks that were based on a reading selection. Results indicated that good readers enjoyed the story more than poor readers and that the subjects as a whole enjoyed reading the story significantly more than they enjoyed writing about it. (JMB)

Two implications for instruction in language arts are suggested. First, more reading of children's literature in the reading/language arts curriculum will foster learning the way language is written. Second, teaching story discourse rules directly is inappropriate, since children will tacitly construct the rules much as they have developed other…

In this study I investigated the effectiveness of a kindergarten vocabulary intervention, developed based on previous research on characteristics of effective vocabulary intervention through storybook read-alouds, in 5 kindergarten classrooms. Among these classrooms were 3 mainstream, 1 two-way bilingual, and 1 structured immersion classroom. The…

An analysis of the various ways a group of elementary school children retold a story that had been read to them. On the basis of this analysis, suggestions are given for the use of stories in the classroom. (BRT)

Emphasizes the oral aspect of language and the writing skills children gain from hearing literature read aloud. (SB)

This article presents results from 2 studies comparing 3 approaches to teaching vocabulary during storybook reading: (a) contextual instruction, based on connecting words to their use in books and to children's personal experience; (b) analytical instruction, which enhances contextual instruction with semantic analysis of words in contexts other…

Studied effects of three conditions on fourth-grade students' vocabulary acquisition: (1) listening to stories, with brief explanation of unfamiliar words; (2) listening to stories with no explanation of unfamiliar words; and (3) having no exposure to stories or to word explanations. Found that simple word explanations in the context of an…

Talking and listening form the foundation for the development of reading and writing in this informal classroom curriculum. (CS)