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J Learn Disabil. 2011 May-Jun;44(3):258-75. doi: 10.1177/0022219410378444.

A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.

Author information

1
The Meadows Center for Preventing Educational Risk, The Unviersity of Texas at Austin, Austin, TX 78712, USA. easwanson@mail.utexas.edu

Erratum in

  • J Learn Disabil. 2011 Jul-Aug;44(4):396.

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.

PMID:
21521868
PMCID:
PMC3319370
DOI:
10.1177/0022219410378444
[Indexed for MEDLINE]
Free PMC Article

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