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EJ487825 CS748113
Title: Long-Term Effects of Preschool Teachers' Book Readings on Low-Income Children's Vocabulary and Story Comprehension.Author(s): Dickinson, David K.; Smith, Miriam W.
Source: Reading Research Quarterly, v29 n2 p104-22 Apr-Jun 1994
Publication Date: 1994
ISSN: 0034-0553
Language: English
Document Type: Journal articles (080); Reports--Research (143)
Journal Announcement: CIJDEC1994
Finds 3 patterns
of book-reading experiences in 24 classrooms of 4-year olds: coconstructive;
didactic-interactional; and performance-oriented. Finds larger gains
(one year later) by children in the performance-oriented classrooms
than by those in the didactic-interactional rooms. Reveals strong
effects of child-involved analytic talk on vocabulary and modest
effects on story understanding. (SR)
Descriptors: *Behavior Patterns; Classroom Research; Low Income
Groups; Preschool Children; Preschool Education; *Reading Aloud
to Others; Reading Research; Teacher Student Relationship; *Vocabulary
Development
Identifiers: *Emergent Literacy
