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Joint Reading of Informational Science Text versus Narrative Stories: How Does Each Affect Language and Literacy Abilities among Kindergarteners?
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Nevo, Einat; Vaknin-Nusbaum, Vered – Reading Psychology, 2018
The effectiveness of a literacy intervention program based on a joint interactive reading of informational science texts in increasing children's science vocabulary, language and literacy skills, delivered by the kindergarten teacher, was examined in 34 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills.…
Descriptors: Kindergarten, Young Children, Language Skills, Scientific and Technical Information
A Joint Interactive Storybook Intervention Program for Preschool and Kindergarten Children
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Vaknin-Nusbaum, Vered; Nevo, Einat – Reading Psychology, 2017
The effectiveness of a joint interactive storybook reading program delivered by class teachers to develop literacy skills is examined in Hebrew-speaking preschool and kindergarten children. Post-intervention, both groups achieved significantly higher gains in language and print concept skills than age-matched comparison groups that did not have…
Descriptors: Preschool Children, Kindergarten, Young Children, Books