title: Responses of first-grade children to concepts about printed material before and after shared reading experiences.
abstract: A study was conducted to investigate the effects of shared reading experiences using books with predictable content to assess 24 inner-city African-American first-graders' concepts about printed material. The 8-week treatment using a two-group pre- and posttest experimental design with random assignment showed no significant differences between groups. A larger sample and longer treatment time are recommended for replicating this study.
authors.affiliation: Department of Curriculum and Instruction, University of Alabama, Birmingham 35294.
authors.forename: D
authors.initials: D
authors.lastname: Chandler
authors.forename: J
authors.initials: J
authors.lastname: Aldridge
mesh_terms: D002648:Child; D002675:Child, Preschool; D003210:Concept Formation; D006801:Humans; D007398:Interpersonal Relations; D011932:Reading; D013997:Time Factors