Effects of an Animated Book Reading Intervention on Emergent Literacy Skill Development: An Early Pilot Study. 6
By: 4 0 16 [, ] | [, ] |
Contributor(s): Journal of Early Intervention. 37 (2) : 2015. pp. 155-171 5 6 [] |
Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Emergent Literacy;Reading Interventions -- Educational Telivision;Quasi - Experimental. -- Child Care Centers. -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | LC4019.2.J68 (Browse shelf) | Available | PER 1695K |
ABSTRACT : Early language and reading experiences are known to predict later reading success. Interactive shared reading activities particularly benefit children's emergent literacy development. Converging research has begun to show that certain educational television programs can significantly influence early literacy skill acquisition. There is a need, however, to combine interactive shared reading with the educational television production techniques known to purposefully facilitate emergent literacy. This research begins to address that need by pilot testing a research-based animated book reading intervention developed specifically to promote the vocabulary, alphabet knowledge, print concept, and rhyme knowledge of preschoolers in child care between the ages of 3 and 5 years. Employing a quasi-experimental pre- and posttest research design, results indicate that children in the experimental group made greater gains on standardized emergent literacy measures compared with children in a control group. Early findings suggest that the animated book reading intervention may be a feasible and effective way for child care educators to teach early reading skills. 56
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