Published Online: April 24, 2012
Published in Print: April 25, 2012, as Early Reading

Report Roundup

Early Reading

"Increasing Young Children’s Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Teachers and parents could help boost preschoolers' reading skills later on just by changing how they read books aloud to the children, a new study suggests.

Simple things like pointing out words and letters and noting that text is read from left to right led to more advanced reading skills as much as two years later in preschoolers who took part in the study by Ohio State University researchers.

Published in the April issue of the journal Child Development, the study involved more than 300 low-income children with below-average reading skills who participated in a 30-week shared reading program. The children were separated into three groups and read the same books by teachers. In some groups, teachers were trained to make print references; others read as they normally would.

Vol. 31, Issue 29, Page 5

Related Stories
You must be logged in to leave a comment. Login |  Register
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Commented