title: Increasing young children's contact with print during shared reading: longitudinal effects on literacy achievement.
abstract: Longitudinal results for a randomized-controlled trial (RCT) assessing the impact of increasing preschoolers' attention to print during reading are reported. Four-year-old children (N = 550) in 85 classrooms experienced a 30-week shared reading program implemented by their teachers. Children in experimental classrooms experienced shared-book readings 2 or 4 times per week during which their teachers verbally and nonverbally referenced print. Children in comparison classrooms experienced their teachers' typical book reading style. Longitudinal results (n = 356, 366) showed that use of print references had significant impacts on children's early literacy skills (reading, spelling, comprehension) for 2 years following the RCT's conclusion. Results indicate a causal relation between early print knowledge and later literacy skills and have important implications concerning the primary prevention of reading difficulties.
authors.affiliation: The Ohio State University, Children’s Learning Research Collaborative, Columbus, OH 43207, USA. piasta.1@osu.edu
authors.forename: Shayne B
authors.initials: SB
authors.lastname: Piasta
authors.forename: Laura M
authors.initials: LM
authors.lastname: Justice
authors.forename: Anita S
authors.initials: AS
authors.lastname: McGinty
authors.forename: Joan N
authors.initials: JN
authors.lastname: Kaderavek
mesh_terms: D000124:Achievement; D002675:Child, Preschool; D032882:Comprehension / Q000502:physiology*; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D014825:Vocabulary