The purpose of this study was to test the effects of a one-to-one interactive read-aloud intervention on the emergent storybook reading and verbal abilities of low socioeconomic status kindergarten children. Twenty-two reader-facilitators were trained in interactive read-aloud. Four children were randomly selected from the lowest third of the SES groups in each of twenty-two kindergarten classes. The children were pretested and posttested using the Verbal Scale of the McCarthy Scales of Children's Abilities and the Sulzby Observation of Emergent Storybook Reading. The children in the intervention group were read to on an individual basis over a period of ten weeks. All read-aloud sessions were audiotaped for further analysis. A 2 x 2 x 2 design using ANCOVA analysis was conducted using the appropriate pretests as covariates. A significant effect was found for both emergent storybook readings and verbal abilities (p $<$.01) Analysis of the audiotapes showed no significant increase in either the number of questions answered or asked by the children during the read-aloud sessions over the period of intervention although the number of words spoken by the children increased significantly. This was attributed to their active involvement with the stories being read; reading along, repeating familiar refrains and lines. An affective rating scale completed by the reader-facilitators after each read-aloud session also showed an increase in the children's enjoyment of the read-aloud sessions and the stories over the period of intervention. Based on these findings, it was concluded that one-to-one interactive read-aloud has a positive causal relationship on a kindergarten child's improved emergent storybook reading and increased verbal abilities / Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3196. / Major Professor: Charles Hall Wolfgang. / Thesis (Ph.D.)--The Florida State University, 1989.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_78078 |
| Contributors | Herrell, Adrienne Lee., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 116 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0019 seconds