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Shared Book Reading
Early Childhood Education

Shared book reading was found to have mixed effects on comprehension and language development and no discernible effects on alphabetics and general reading achievement for preschool children.

Shared Book Reading encompasses practices that adults can use when reading with young children to enhance language and literacy skills. During shared book reading, an adult reads a book to an individual child or to a group of children and uses one or more planned or structured interactive techniques to actively engage the children in the text. The adult may direct the children’s attention to illustrations, print, or word meanings. The adult may engage children in discussions focused on understanding the meaning or sequence of events in a story or on understanding an expository passage. Adults may ask children questions, give explanations, and draw connections between events in the text and those in the children’s own lives as a way of expanding on the text and scaffolding children’s learning experiences to support language development, emergent reading, and comprehension. Importantly, the adult engages in one or more interactive techniques to draw attention to aspects of the text being read.

Findings

8
studies that met standards out of
13
eligible studies reviewed
Outcome Domain Effectiveness Rating Grades Improvement Index
Alphabetics No discernible effects PK --
Comprehension Mixed effects PK --
Language development Mixed effects PK --
Reading achievement No discernible effects PK --

Last Updated: April 2015

Race

Asian
8%
Black
44%
White
31%
Not specified
23%

Ethnicity

Hispanic
13%
Not Hispanic
86%

Gender

Male: 49%
Female: 50%

Free & Reduced-Price Lunch

100%

Delivery Method

whole class icon
Individual
Small Group
Whole Class

Urbanicity

Urban

Locations

PA, IL, OH, FL, TX, VA
Midwest, Northeast, South


Related Resources

This intervention report was prepared for the WWC by Mathematica Policy Research under contract ED-IES-13-C-0010.

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