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Direct linkLederer, Susan Hendler – Young Exceptional Children, 2018
Shared book reading is defined as the interactive process of engaging children with text and illustrations. Through shared book reading, children learn to enjoy the reading process and appreciate different genres of literature, such as story books, alphabet books, and rhyming books. They acquire foundational skills that lead to reading success,…
Descriptors: Attention, Attention Control, Preschool Children, Emergent Literacy
Download full textAlsamadani, Hashem Ahmed – English Language Teaching, 2017
The current research study investigated the effects of talking story books on Saudi young EFL learners' reading comprehension skills. A sample of Saudi-young-EFL learners were randomly selected and divided into two groups: an experimental group (40 students) and a control group (39 students). Students of both groups took a pre reading…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Multivariate Analysis
Collins, Molly F. – Early Education and Development, 2016
Research Findings: This study examines the effects of low- and high-cognitive demand discussion on children's story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly…
Descriptors: Cognitive Processes, Difficulty Level, Story Reading, Reading Comprehension
Kozminsky, Ely; Asher-Sadon, Revital – Interdisciplinary Journal of E-Learning and Learning Objects, 2013
Traditionally, children's books are in a printed format and shared book reading is done with an adult. In recent years, interactive E-books have become a common medium for children's books and shared book reading is diminishing. This study compared the contribution of book format to the development of literacy in kindergarten children. We…
Descriptors: Electronic Publishing, Printed Materials, Books, Childrens Literature
Frank, Susan Thomas – ProQuest LLC, 2012
The purpose of this research study was to investigate the learning of print concepts (PCs) by preschool children at risk for literacy problems using an experimental treatment: explicit, non-evocative print referencing. Children from low socio-economic status (SES) families have been determined to be at-risk for literacy learning problems including…
Descriptors: Preschool Children, At Risk Students, Low Income Groups, Socioeconomic Status
Collins, Molly F. – Early Childhood Research Quarterly, 2010
This study investigates the effects of rich explanation, baseline vocabulary, and home reading practices on English language learning (ELL) preschoolers' sophisticated vocabulary learning from storybook reading. Eighty typically developing preschoolers were pretested in L1 (Portuguese) and L2 (English) receptive vocabulary and were assigned to…
Descriptors: Control Groups, Reading Habits, Vocabulary Development, English (Second Language)
Peer reviewedVivas, Eleonora – Language Learning, 1996
Reports on an experimental investigation of the effects of a systematic, story-reading-aloud program on some language variables in preschool and first-grade children. Results indicate that both age groups significantly increased their language comprehension and expressions when listening to stories read aloud, either at home or at school. (25…
Descriptors: Control Groups, Elementary School Students, English (Second Language), Experimental Groups
