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

Published in Print: April 25, 2012, as Early Reading
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on, you can post comments. If you do not already have a Display Name, please create one here.
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