In this study, we examined whether or not readers use different processing strategies for different texts. Eleven sixth-grade primary school students in Turkey participated. Each participant completed a think-aloud process and a free-recall process by reading an expository text and a narrative text in Turkish. The data obtained were analyzed…

There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…

The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training.…

Studies indicate thoughtfully planned chants integrated with shared book reading help young children remember concepts and vocabulary they hear in literature, capture children's imagination, develop their rhyming acuity, and background knowledge, and increase their sense of story structure, understanding of story sequence, phonological awareness,…

The current study assessed the impact of parents' dialogical storybook reading on their children's receptive vocabulary and reading attitudes. Forty parents and their preschoolers participated in the study. Parents were randomly assigned to experimental or control groups. The experimental group received dialogical storybook reading training.…

This study sought to determine if, by providing parents with a workshop on the use of dialogic reading techniques during the storybook reading event in the home, Pre-Kindergarten children's attitude and interest in reading would improve. Parents completed a survey prior to the workshop and two months following completion of the workshop. Through…

Finds that fourth graders were more likely than fifth and sixth graders to understand story characters in terms of immediate situation rather than overall story context and in terms of individual perspectives rather than social relationships. Finds that adults differ from fifth and sixth graders in the same way. (SR)

Compares effects of storytelling versus story reading on comprehension and vocabulary development of 32 British primary children. States one group listened to stories in storytelling style, the other group listened to stories read by a student teacher. Finds children who witnessed storytelling scored higher on comprehension/vocabulary measures…

Details the external and internal elements of book sharing, activities that could follow, and the essential enrichment possibilities. Mentions specific book titles, activities, and goals to provide a guide for the interested teacher or parent. (FL)

Describes the specific aspects of a collaborative project designed to encourage teen parents to read to their children and discusses how various organizations were involved. Includes a bibliography of children's books and support materials purchased for the program. (NH)

Investigates how children represent meaning in their response to stories through listening, speaking, reading, drawing, and writing. Finds no one particular language process to be exclusively used by children to convey meaning in response to story. Discovers sequential and simultaneous linkage patterns of language process modality. (KEH)

Describes a Story Reading Program and Shared Book Experience to improve the language and reading skills of multiply handicapped children. Concludes that the employment of multiple stimuli--large print, pictures, speech, and signs--in story reading activities increases children's attention skills, improves receptive and expressive language use, and…