Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination

Abstract

The study examined the differential contributions on vocabulary and alphabetic skills of three literacy programs: (a) storybook reading program; (b) alphabetic skills program; and (c) a combined program. It was expected that storybook reading would enhance primarily vocabulary while alphabetic skills training would promote primarily alphabetic skills. Program by age interactions were examined in two age groups (3-4 and 4-5 years old) to test whether the storybook reading program may be more productive for the younger children whereas alphabetic skills program more productive for the older children. Twelve low-SES preschools participated in the study, three in each program and three as a comparison group. Results indicated that the children in the three intervention programs progressed significantly more than the comparison group on name writing, letter knowledge and phonological awareness. Further, the alphabetic skills program outperformed the other groups on word writing, letter knowledge and initial letter retrieval, whereas the storybook reading program outperformed only the comparison group. Results on the combined program were mixedenhancing more initial letter retrieval and book vocabulary than storybook reading program. In general, no differences emerged in the progress of younger versus older children except on receptive vocabulary -the younger surpassing the older in all programs.

Promoting alphabetic skills of young children with hearing loss in co-enrollment versus individual inclusion.

“…As in previous studies with hearing children (Aram, 2006;Aram & Biron, 2004), the current results indicate that the intervention was fruitful in enhancing the basic skills immanent to the acquisition of reading and writing of children with HL. Children who participated in the program progressed on these skills more than their peers who did not participate in the program.…”

“…Results indicated that the preschoolers who participated in the writing program significantly outperformed both the partici-pants in the storybook reading group and a control group on letter knowledge, phonological awareness, word writing, and orthographic awareness. In a second study, Aram (2006) examined the differential contributions of three preplanned, systematic intervention programs implemented by the preschool teacher -storybook, writing, and combined (storybook and writing) -on the language and alphabetic skills of preschoolers. In each program, the teacher worked with small groups of children twice a week for about 30 minutes.…”

“…We adjusted an existing program (Aram, 2006) to the special characteristics and needs of these children. We developed the program (activities and assessments) together with researchers, clinicians, and preschool teachers of children with HL.…”

“…The intervention followed the ideas and the structure of Aram (2006) but adapted the activities to the special needs of children with HL. The intervention was preplanned and maintained challenging goals (see Gersten & Brengelman, 1996;Marks & Gersten, 1998).…”

Reading electronic and printed books with and without adult instruction: effects on emergent reading

“…Reading the same book repeatedly to young children was found to support their oral language abilities and their emergent literacy knowledge (e.g., CAP, orthographic knowledge; Aram, 2006;Aram & Biron, 2004;Sénéchal, 1997;Whitehurst, et al, 1999). However, similarly to results on reading e-books individually, evidence for emergent literacy is inconsistent and limited (Stahl, 2003).…”