NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Does Context Matter? Explicit Print Instruction during Reading Varies in Its Influence by Child and Classroom Factors
Peer reviewed Peer reviewed
Direct linkDirect link
McGinty, Anita S.; Justice, Laura M.; Piasta, Shayne B.; Kaderavek, Joan; Fan, Xitao – Early Childhood Research Quarterly, 2012
This study examined preschool teachers' (n = 59) explicit print instruction during shared reading and considered whether the benefits of this practice to children's learning (n = 379) varied as a function of the classroom environment and children's developmental characteristics. Measures of explicit print instruction and the classroom environment…
Descriptors: Preschool Curriculum, Preschool Teachers, Classroom Environment, Language Aptitude
Print-Focused Read-Alouds in Preschool Classrooms: Intervention Effectiveness and Moderators of Child Outcomes
Peer reviewed Peer reviewed
Direct linkDirect link
Justice, Laura M.; McGinty, Anita S.; Piasta, Shayne B.; Kaderavek, Joan N.; Fan, Xitao – Language, Speech, and Hearing Services in Schools, 2010
Purpose: This study was conducted to determine the effectiveness of teachers' use of a print-referencing style during whole-class read-alouds with respect to accelerating 4- and 5-year-old children's print-knowledge development. It also examined 8 specific child- and setting-level moderators to determine whether these influenced the relation…
Descriptors: Experimental Groups, Intervention, Reading Aloud to Others, Instructional Effectiveness