What are the specific effects of shared reading activities to support emergent literacy skills ? A randomized control study on French-speaking preschool children

Method

Introduction

Oral language and early literacy skills are assumed to develop through school interaction routines such as bookstory reading.

In particular,

interactive reading activities

were found to have a positive impact on children language development. For example, in a

shared reading intervention program (Whitehurst & al., 1994), children are encouraged to become active during the reading

experience by asking questions, adding information or making inference about the story.

How specific is the shared-reading intervention

effect on language skills & early literacy skills ?

à Compared to a developmental effect

or to another cognitive intervention

?

?

Discussion

•

 

Confirming previous studies, gains were observed after the SR intervention

on all

languages and early literacy measures

•

 

Specific effects of the SR intervention were found for some but not all languages

and early literacy measures

•

 

Further researches were needed to explore the active ingredients and the specific

contribution of SR intervention on literacy development

What are the specific effects of shared reading activities to support

emergent literacy skills ?

A randomized control study on French-speaking preschool children

Christelle Maillart

12

_{, Florence Binamé, Line Vossius}

2

_{, Nora Chrifi , Boris Jidovtseff}

2

_{& Laurence}

_Rousselle

2

1

_{Department of Speech and Language Therapy,}

2

_{Research Unit on Childhood, University of Liège, Belgium}

Results

1. Specific vocabulary : word definition task

•

 

All children improved their print concept

knowledge due to school teaching.

•

 

The children who were trained by the shared

reading intervention performed significantly

better

•

 

Children learned only the trained words

during the bookstory reading

2. Print knowledge

Correspondence:

Christelle Maillart, Department of Speech and Language Therapy, University of Liège, Rue de l’Aunaie 30, B38, 4000 Liège, BELGIUM, christelle.maillart@uliege.be

Eighty-five 4-year-old children were randomly assigned to 1 of 3

conditions:

a

shared reading (SR) intervention

(see Lefebvre et al. 2011)

a

numerical training program

dedicated to early

numeracy skills development

(see Vossius et al., 2018)

a

motor training program

in which children were

trained to improve their gross motor skills

The different trainings were conducted by group of 15 children.

n=27

n=29

n=28

Pre-test

1 2

3 4

5

6 7

8

9

10

Post-

test

Dosage : 10 weeks intervention / 5 times a week / 30 minutes a day

V

A

C

V

A

C

Pre- and post- standardized measures:

•

 

Oral language

(discrimination, vocabulary,morphosyntactic

skills ,discursive skills) &

early literacy skills

(phonological

awareness, knowledge of letters, print knowledge)

•

 

Numerical abilities

(cardinality, counting skills)

•

 

Global control measures (gross motor skills)

OCT.

APRIL

0,61 0,52 0,61 0,76 0,61 0,85 Shared reading Numerical training Motor training.

List B : untargeted words

PRE POST 1,93 1,93 0,9 3,78 2,26 _1,83

Shared reading Numerical training Motor training.

List A : targeted words

PRE POST

*

References

Lefebvre, P., Trudeau, N., & Sutton, A. (2011). Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy, 11(4), 453-479. Vossius, L., Maillart, C., Binamé, F., Jidovtseff, B., Neveu, M. & Rousselle, L. (2018). Améliorer les précurseurs aux apprentissages en mathématique grâce à des jeux de doigts et de nombres. Softal, Grenoble. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental psychology, 30(5), 679.

Specific effects of the SR intervention on

Developmental but

not specific effects on

3. Phonological habilities

4. MS – sentence repetition

5. Discursive skills

6. Phonological awareness

7. Knowledge of letters

?

?

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Group by time interaction, F(2,81)= 3.273, p=.043, η 2 =.07 Group by time interaction, F(2,80)= 1.108, ns Group by time interaction, F(2,82)= 14.588, p<.001, η 2 =.26 5,14 6,7 6,23 10,89 9,3 7,5

Shared reading Numerical training Motor training

Print concept

Pre Post