Study investigates the nature of verbal interactions which occur between parents and kindergarten children as they read favorite (familiar) and unfamiliar books. States that favorite stories allow children to become more involved in the story and attend to print, while unfamiliar stories provide for expanded schemata which may enhance meaning…

The Rating Ethical Content System (RECS) was developed for adults, but the question remains whether children can recognize moral themes in media with the same competency as adults. The current study aims to test a modified version of the existing scale (RECS-K) for use by children in order to determine whether children can recognize ethical…

Over the past two decades, researchers and language specialists have addressed the problem of a lack of resources in developing nations for teaching English as a Second Language by using the Book Flood approach, which "floods" classroom with high-interest illustrated story books. Components of such programs include language experience,…

Successful and least successful fifth graders read and studied difficult or easily understood stories. For both groups, cued recall was higher on stories which made sense. Only the successful students were aware of having difficulty with the less-understandable stories, and allowed themselves more time to study them. (Author/GDC)

This study evaluated effects of training parents of 33 children (ages 3 to 6) with mild/moderate language delays in either effective joint book-reading techniques (using the Whitehurst Dialogic Reading Training Program) or more general conversational instruction. Results suggest the potential of the book-reading training for facilitating language…

This follow-up of the effects of the national Bookstart pilot study compared samples of urban families through structured interviews. It found that two years later those families whose babies had been introduced to books in the original experiment gave more priority to looking at books, buying books as presents, and book sharing between parents…

This article examines research evidence on the effects of preschool reading practices on young children, emphasizing the role of school-based programs for young disadvantaged children. The analysis notes positive effects from story reading programs and presents practical guidelines related to group size, rereadings, vocabulary instruction, and…

This article proposes a teaching model using story reading in a preschool class that includes children with specific speech language problems. A collaborative relationship between the speech language pathologist and the classroom teacher is urged. An extensive appendix categorizes clinical intervention uses for many popular children's books. (DB)

Evaluates the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks under three reading conditions: single-reading; repeated-reading and questioning. Findings suggest that didactic techniques used by adults have differential effects on preschoolers' receptive and…

Investigates whether frequent small group readings in school increases comprehension scores and the number and complexity of comments and questions from children of low socioeconomic status. Finds that story reading in small groups increases comprehension and the number and complexity of questions and comments. (RS)

Reviews research and anecdotal accounts which present instructional techniques and which suggest that the quality of instruction, quality of time, and quality of books are significant factors in ensuring that story reading is a true literacy event. Argues that consistent story readings facilitate the acquisition of the reading process. (RS)

Examines the effect of a variety of picture-text conditions on third and fifth grade average readers' comprehension. Concludes that the advantage of presenting children of normal reading ability with illustrated text is small and primarily dependent on the placement of illustrations adjacent to related textual materials. (RS)

Considers intellectual and affective reasons for telling tales with young children, placing special emphasis on cultural and restorative effects of storytelling. Offers suggestions for helping young children become reflective--capable of valuing their cultural heritage and coping with personal difficulties. Includes guidelines for helping children…

Compared the quality of experience for children attending part-time nursery at different times of the day, focusing particularly on storytime. Findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon, and that traditional group storytime may not be as effective for the…

Elementary across-the-curriculum ideas include hands-on science activities that investigate animal survival, civics education via bicycle safety instruction, writing skills development by illumination, and math instruction by reading a story then solving problems. An end-of-the-year theme unit has students read poems then play related games. (SM)