A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties |
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Authors: | Swanson Elizabeth Wanzek Jeanne Petscher Yaacov Vaughn Sharon Heckert Jennifer Cavanaugh Christie Kraft Guliz Tackett Kathryn |
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Institution: | The Meadows Center for Preventing Educational Risk, The Unviersity of Texas at Austin, Austin, TX 78712, USA. easwanson@mail.utexas.edu |
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Abstract: | A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type. |
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