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Direct linkMol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T. – Review of Educational Research, 2009
This meta-analysis examines to what extent interactive storybook reading stimulates two pillars of learning to read: vocabulary and print knowledge. The authors quantitatively reviewed 31 (quasi) experiments (n = 2,049 children) in which educators were trained to encourage children to be actively involved before, during, and after joint book…
Descriptors: Foreign Countries, Emergent Literacy, Vocabulary Development, Early Reading
Mol, Suzanne E.; Bus, Adriana G.; de Jong, Maria T.; Smeets, Daisy J. H. – Early Education and Development, 2008
Book reading has been demonstrated to promote vocabulary. The current study was conducted to examine the added value of an interactive shared book reading format that emphasizes active as opposed to noninteractive participation by the child. Studies that included a dialogic reading intervention group and a reading-as-usual control group, and that…
Descriptors: Control Groups, Reading Aloud to Others, Effect Size, Literacy
Peer reviewedBus, Adriana G.; And Others – Review of Educational Research, 1995
Results of a quantitative analysis of empirical evidence related to parent-preschooler reading support the hypothesis that parent-preschooler reading is related to outcome measures such as language growth, emergent literacy, and reading achievement. Book reading apparently affects acquisition of the written language register. (SLD)
Descriptors: Academic Achievement, Children, Emergent Literacy, Language Acquisition
