WWC review of this study

Using strategic pauses during shared reading with preschoolers: Time for prediction is better than time for reflection when learning new words [Story reading with pauses before target words or story reading with pauses after target words vs. story reading without pauses]

Read, K., Furay, E., & Zylstra, D (2019). First Language, 39(5), 508–526. Retrieved from: https://eric.ed.gov/?id=EJ1226484

  • Randomized Controlled Trial
     examining 
    60
     Students
    , grade
    PK

Reviewed: June 2022

At least one statistically significant positive finding
Meets WWC standards without reservations
Language outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Novel Word Retention - Identification

Story reading with pauses before target words or story reading with pauses after target words vs. Business as usual

0 Days

Aggregated sample;
60 students

0.64

0.54

No

--
More Outcomes

Novel Word Retention - Production

Story reading with pauses before target words or story reading with pauses after target words vs. Business as usual

0 Days

Aggregated sample;
60 students

0.69

0.55

No

--
Show Supplemental Findings

Novel Word Retention - Identification

Story reading with pauses before target words or story reading with pauses after target words vs. Business as usual

0 Days

Prediction Condition v. Comparison Condition;
40 students

0.70

0.54

Yes

 
 
32

Novel Word Retention - Identification

Story reading with pauses before target words or story reading with pauses after target words vs. Business as usual

0 Days

Reflection Condition vs. Comparison Condition ;
40 students

0.57

0.54

No

--

Novel Word Retention - Production

Story reading with pauses before target words or story reading with pauses after target words vs. Business as usual

0 Days

Reflection Condition vs. Comparison Condition ;
40 students

0.70

0.55

No

--

Novel Word Retention - Production

Story reading with pauses before target words or story reading with pauses after target words vs. Business as usual

0 Days

Prediction Condition vs. Comparison Condition ;
40 students

0.68

0.55

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 47%
    Male: 53%

Setting

The study took place within an on-campus preschool program for children of faculty and staff at the university.

Study sample

The mean age of students in the sample was 47 months, with a range of 32-65 months of age. Just over half of the students were male (32 of 60). All students were learning in English as their primary language although some of the students spoke languages other than English in their homes. The study describes the sample as ethnically diverse, but predominately English speaking.

Intervention Group

There were two intervention conditions in this study. The two intervention groups were combined for the main findings of this review. The first was the prediction condition, in which students were given a pause or eliciting question before reading aloud the monster's name (i.e. the novel vocabulary word). In the second intervention condition, the reflection condition, students were given a pause after reading the monster's name.

Comparison Group

Students in the comparison condition were read the same stories as the intervention groups, but no pauses were given before or after the new monster names.

Support for implementation

Trained researchers were used to implement the intervention and take measures for the study. Support for study implementation was not described in detail. The study manuscript does mention that the story was presented to children using PowerPoint slides.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

loading
back to top