ED344186 CS010896
Title:
The Effects of Adult-Interactive Behaviors within the Context of
Repeated Storybook Readings upon the Language Development and Selected
Prereading Skills of Prekindergarten At Risk Students.
Author(s):: Mautte, Lois A.
Author Affiliation: Florida Educational Research and Development
Council, Inc., Sanibel.(BBB21115)
Source: Florida Educational Research Council Research Bulletin,
v22 n3 Win 1990 Pages: 31
Publication Date: 1990
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: FERDC, P.O. Box 506, Sanibel, FL 33957 ($3.50
each; 10% discount on an order of 5 or more).
Language: English
Document Type: Collected works--Serials (022); Reports--Research
(143)
Geographic Source: U.S.; Florida
Journal Announcement: RIESEP1992
A study examined
the effects of adult-interactive behaviors during repeated storybook
readings upon the language development and selected prereading skills
of prekindergarten at-risk students. A total of 53 inner city, low
socioeconomic status subjects participated in the 20-week study.
Subjects were dichotomized at the median on a measure of development
level into average- and delayed-development level groups and were
then randomly assigned from each of the two development strata to
two experimental groups and to one control group. The subjects in
experimental group 1 were exposed to adult-interactive behaviors
during repeated readings of "big book" storybooks. Subjects
in experimental group 2 were exposed to repeated "big book"
storybook readings without adult interaction. Control group subjects
participated in the regular prekindergarten activities. Results
indicated that the subjects in both experimental groups scored significantly
higher on the language development tests than the control group
subjects, but there was no difference between the two experimental
groups. Results further indicated that average-development level
subjects also obtained significantly higher scores on both the language
development and prereading skills instruments than delayed-development
level subjects. (Seventeen references, the story reading model,
and the protocols for the second and third storybook reading, and
for the repeated storybook reading without adult interaction are
attached.) (Author/RS)
Descriptors: Adults; Beginning Reading; *High Risk Students;
Inner City; Intervention; Language Acquisition; *Preschool Children;
Preschool Education; *Reading Aloud to Others; Reading Research;
*Story Reading
Identifiers: Repeated Readings
