Pub Date : 2023-06-02DOI: 10.1080/02702711.2023.2217167
Bethanie C. Pletcher, M. Nicol, Tracy D. Harper, Michelle Hollenbaugh, R. Johnson, Michele Staples
Abstract The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children’s reading skills and their tutors’ (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken during visits with the tutors were sources of data. Analysis of the assessment data revealed there were no significant differences between scores of the groups of children. Analyses of the tutor surveys and tutor visit observation forms revealed that serving as tutors in the program provided robust learning experiences for the tutors. Implications for the program include making adjustments in how the tutors are trained to provide reading intervention as well as how the lessons might be altered to ensure children who need additional support catch up to their peers.
{"title":"“A First Look at Teaching”: The Impact of a Tutorial Program on First-Grade Children and Their Tutors","authors":"Bethanie C. Pletcher, M. Nicol, Tracy D. Harper, Michelle Hollenbaugh, R. Johnson, Michele Staples","doi":"10.1080/02702711.2023.2217167","DOIUrl":"https://doi.org/10.1080/02702711.2023.2217167","url":null,"abstract":"Abstract The purpose of this mixed methods study was to determine the effects of a tutorial program on first-grade children’s reading skills and their tutors’ (also preservice teachers) knowledge of reading instruction. Participants consisted of a group of 30 first-grade children served in the program and a control group of 30 children. Literacy assessments, a tutor survey, and observation notes taken during visits with the tutors were sources of data. Analysis of the assessment data revealed there were no significant differences between scores of the groups of children. Analyses of the tutor surveys and tutor visit observation forms revealed that serving as tutors in the program provided robust learning experiences for the tutors. Implications for the program include making adjustments in how the tutors are trained to provide reading intervention as well as how the lessons might be altered to ensure children who need additional support catch up to their peers.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42593601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-21DOI: 10.1080/02702711.2023.2200110
Darrell Morris
Abstract In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods (and possible hybrids), including the documentation of their effectiveness with at-risk readers at the mid-point and end of first grade.
{"title":"The Great Debate Reconsidered, with an Eye toward Struggling Beginning Readers","authors":"Darrell Morris","doi":"10.1080/02702711.2023.2200110","DOIUrl":"https://doi.org/10.1080/02702711.2023.2200110","url":null,"abstract":"Abstract In this article, I (a) overview the ebbs and flows of two beginning reading approaches (code-emphasis and balanced instruction) used in U.S. schools from 1950 to the present; (b) compare and contrast the two instructional approaches; and (c) suggest some simple assessment procedures that can be used to measure student learning. In closing, I recommend continued use and study of both methods (and possible hybrids), including the documentation of their effectiveness with at-risk readers at the mid-point and end of first grade.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48638768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1080/02702711.2023.2202179
A. Prahl
Abstract Book gifting programs such as Imagination Library aim to foster a love of reading and increase children’s exposure to books and academic success. This study is a conceptual replication of previous studies focused on the Imagination Library program. To examine home literacy practices and caregiver perceptions of the Imagination Library, 149 families enrolled in Imagination Library in a central Texas county completed an online survey. Results indicated that the majority of respondents were extremely satisfied with the program and engaged in daily shared book reading. Though tips for sharing books with children are provided for program participants, the majority of respondents indicated not knowing about the tips. Parental education level significantly predicted daily reading, even when controlling for length of enrollment in the Imagination Library program which was not a significant predictor of daily reading. This study extends the literature on book gifting programs and has implications for book gifting program development and for other communities that implement Imagination Library.
{"title":"Exploring Literacy Practices of Families Enrolled in the Imagination Library Book Gifting Program","authors":"A. Prahl","doi":"10.1080/02702711.2023.2202179","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202179","url":null,"abstract":"Abstract Book gifting programs such as Imagination Library aim to foster a love of reading and increase children’s exposure to books and academic success. This study is a conceptual replication of previous studies focused on the Imagination Library program. To examine home literacy practices and caregiver perceptions of the Imagination Library, 149 families enrolled in Imagination Library in a central Texas county completed an online survey. Results indicated that the majority of respondents were extremely satisfied with the program and engaged in daily shared book reading. Though tips for sharing books with children are provided for program participants, the majority of respondents indicated not knowing about the tips. Parental education level significantly predicted daily reading, even when controlling for length of enrollment in the Imagination Library program which was not a significant predictor of daily reading. This study extends the literature on book gifting programs and has implications for book gifting program development and for other communities that implement Imagination Library.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48427609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1080/02702711.2023.2202175
Elvira Jéldrez, K. Cain, Macarena Silva, Katherine Strasser
Abstract Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.
{"title":"The Problem of Reading Motivation Multidimensionality: Theoretical and Statistical Evaluation of a Reading Motivation Scale","authors":"Elvira Jéldrez, K. Cain, Macarena Silva, Katherine Strasser","doi":"10.1080/02702711.2023.2202175","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202175","url":null,"abstract":"Abstract Reading motivation is multidimensional and a critical contributor to students’ reading comprehension skill. Its multidimensionality is problematic, as there is currently no consensus on the dimensions underlying reading motivation, which are being tested through a variety of instruments that lack statistical validation. Our goal was to discuss the structure, reliability, and validity of a reading motivation scale in relation to prior theoretical proposals. The scale considered four affirming and four undermining reading motivations and was tested with 172 students from 2nd to 6th grade. Its structure was assessed using CFA and EFA. A four-factor structure had the best fit for the data: (1) Reading value and intrinsic motivation; (2) reading devalue and avoidance; (3) perceived self-efficacy; and (4) perceived difficulty. The results supported some prior theoretical distinctions, but question the appropriateness of widely used scales and suggest the need for more research on the multidimensionality of reading motivation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47132195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1080/02702711.2023.2202186
Sungyoon Lee
Abstract The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students’ eye movements were monitored with an eye-tracker. Several eye movement indices were used to reflect reading processes. Fixation count on text/picture was used to represent students’ attentional focus on text or picture. Text to text saccades and picture to picture saccades were used to reflect students’ information organization. Students’ integrative reading behavior was measured by eye movement transitions between text and picture. Wisconsin Card Sorting Test and Visual Perception Skill Test were used to assess attention shifting and visuospatial working memory, respectively. Multiple regressions were conducted to examine whether students’ spatial ability and attention shifting predict text processing, picture processing, or integrative processing of text and picture. Hierarchical regressions were conducted to examine whether students’ integrative reading make unique and direct contributions to their learning outcomes. The study found that 1) both spatial ability and attention shifting are significant predictors for integrative reading behavior while they are not for other processing behaviors (i.e., text processing and picture processing) and 2) integrative reading behaviors in illustrated text reading account for significant amounts of variance in the transfer outcomes while not in the retention outcomes. This study gives practical implications on the development of visual literacy interventions and on how teachers design their instruction about science text reading.
{"title":"The Role of Spatial Ability and Attention Shifting in Reading of Illustrated Scientific Texts: An Eye Tracking Study","authors":"Sungyoon Lee","doi":"10.1080/02702711.2023.2202186","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202186","url":null,"abstract":"Abstract The purpose of the study is to examine the role of spatial ability and attention shifting in reading of illustrated science texts. Thirty-five fourth/fifth elementary students read two science texts. Prior knowledge and retention/transfer learning outcomes were measured using researcher-developed measures. While reading, students’ eye movements were monitored with an eye-tracker. Several eye movement indices were used to reflect reading processes. Fixation count on text/picture was used to represent students’ attentional focus on text or picture. Text to text saccades and picture to picture saccades were used to reflect students’ information organization. Students’ integrative reading behavior was measured by eye movement transitions between text and picture. Wisconsin Card Sorting Test and Visual Perception Skill Test were used to assess attention shifting and visuospatial working memory, respectively. Multiple regressions were conducted to examine whether students’ spatial ability and attention shifting predict text processing, picture processing, or integrative processing of text and picture. Hierarchical regressions were conducted to examine whether students’ integrative reading make unique and direct contributions to their learning outcomes. The study found that 1) both spatial ability and attention shifting are significant predictors for integrative reading behavior while they are not for other processing behaviors (i.e., text processing and picture processing) and 2) integrative reading behaviors in illustrated text reading account for significant amounts of variance in the transfer outcomes while not in the retention outcomes. This study gives practical implications on the development of visual literacy interventions and on how teachers design their instruction about science text reading.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48223935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-19DOI: 10.1080/02702711.2023.2202172
John Z. Strong
Abstract The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative treatment focused on question answering. In total, 160 students received Read STOP Write, and 191 students received RARE Reading & Writing. Data included pretest and posttest measures of students’ informational text structure identification, reading comprehension, and writing quality, and interviews to understand teachers’ perceptions of the social validity of the interventions. Student measures were analyzed using three-level hierarchical linear modeling. Teacher interviews were analyzed qualitatively using typological analysis. Results indicated that students who received Read STOP Write outperformed students who received RARE Reading & Writing on a researcher-developed measure of informational writing quality with promising effects on measures of informational text structure identification and reading comprehension skills but no effects on standardized measures of general reading comprehension or writing quality. Teacher interviews revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Implications for research and practice are discussed.
{"title":"Investigating the Effects and Social Validity of an Informational Text Structure Intervention for Reading and Writing in Grades Four and Five","authors":"John Z. Strong","doi":"10.1080/02702711.2023.2202172","DOIUrl":"https://doi.org/10.1080/02702711.2023.2202172","url":null,"abstract":"Abstract The purpose of this study was to investigate the effects and social validity of Read STOP Write, a text structure intervention for reading and writing, in grades four and five. In a cluster randomized trial, 11 teachers in three elementary schools were randomly assigned to deliver Read STOP Write or RARE Reading & Writing, an alternative treatment focused on question answering. In total, 160 students received Read STOP Write, and 191 students received RARE Reading & Writing. Data included pretest and posttest measures of students’ informational text structure identification, reading comprehension, and writing quality, and interviews to understand teachers’ perceptions of the social validity of the interventions. Student measures were analyzed using three-level hierarchical linear modeling. Teacher interviews were analyzed qualitatively using typological analysis. Results indicated that students who received Read STOP Write outperformed students who received RARE Reading & Writing on a researcher-developed measure of informational writing quality with promising effects on measures of informational text structure identification and reading comprehension skills but no effects on standardized measures of general reading comprehension or writing quality. Teacher interviews revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Implications for research and practice are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43232332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-18DOI: 10.1080/02702711.2023.2187906
Amanda E. Whatley, N. Smith
Abstract This research examined the impact of writing professional development and implementation on content area teachers’ pedagogical practices. Data were collected through a survey instrument and teacher reflection questionnaires for qualitative and quantitative results. Teacher participants were employees at a rural public charter high school in North Carolina. Per analysis of the data, it was determined that teacher attitude toward writing as a mode of learning was positively affected by the sustained writing professional development and implementation.
{"title":"Writing in the Content Areas: Changing Teacher Perceptions with Professional Development","authors":"Amanda E. Whatley, N. Smith","doi":"10.1080/02702711.2023.2187906","DOIUrl":"https://doi.org/10.1080/02702711.2023.2187906","url":null,"abstract":"Abstract This research examined the impact of writing professional development and implementation on content area teachers’ pedagogical practices. Data were collected through a survey instrument and teacher reflection questionnaires for qualitative and quantitative results. Teacher participants were employees at a rural public charter high school in North Carolina. Per analysis of the data, it was determined that teacher attitude toward writing as a mode of learning was positively affected by the sustained writing professional development and implementation.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47032458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/02702711.2023.2187908
Qizhen Deng, Guy Trainin
Abstract English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs become effective and independent word learners. Nine upper elementary ELLs participated in an intervention for 16 sessions, with about 35 minutes per session. The intervention included the instruction of task-specific cognitive strategies (i.e., morphological and contextual analyses) and metacognitive strategies (i.e., goal-setting and monitoring) in authentic reading texts in social studies. Results indicated positive effects on ELLs’ vocabulary knowledge and self-regulated vocabulary learning skills. Participants were also able to generalize both cognitive and metacognitive strategies to learning of new words. A lagging effect was observed for participants with low English proficiency levels.
{"title":"The Effect of a Self-Regulated Intervention on Vocabulary Knowledge and Self-Regulated Learning Skills for English Language Learners","authors":"Qizhen Deng, Guy Trainin","doi":"10.1080/02702711.2023.2187908","DOIUrl":"https://doi.org/10.1080/02702711.2023.2187908","url":null,"abstract":"Abstract English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs become effective and independent word learners. Nine upper elementary ELLs participated in an intervention for 16 sessions, with about 35 minutes per session. The intervention included the instruction of task-specific cognitive strategies (i.e., morphological and contextual analyses) and metacognitive strategies (i.e., goal-setting and monitoring) in authentic reading texts in social studies. Results indicated positive effects on ELLs’ vocabulary knowledge and self-regulated vocabulary learning skills. Participants were also able to generalize both cognitive and metacognitive strategies to learning of new words. A lagging effect was observed for participants with low English proficiency levels.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46686085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-11DOI: 10.1080/02702711.2023.2187907
C. Hattan, Eunseo Lee, Alexandra List
Abstract The current study examines a multidimensional set of outcome variables to understand whether different pre-reading scaffolds influence students’ text comprehension, diagram analysis, text integration, and interest; and investigates these constructs cross-sectionally to identify any progression as students move across grades. One-hundred fifty-six 3rd through 6th grade students enrolled in a public laboratory school were randomly assigned to one of three pre-reading conditions intended to activate or build students’ topic knowledge. Students completed a series of before, during, and after reading activities while engaging with grade appropriate texts about the topics of ecosystems and living things. Results indicate that there were no significant differences between the three pre-reading conditions on any of the four constructs of interest. Students across grade levels performed well on multiple-choice comprehension questions, but not as well on diagram analysis questions or an open-ended integration task. Implications and future directions are discussed.
{"title":"Comprehension, Diagram Analysis, Integration, and Interest: A Cross-Sectional Analysis","authors":"C. Hattan, Eunseo Lee, Alexandra List","doi":"10.1080/02702711.2023.2187907","DOIUrl":"https://doi.org/10.1080/02702711.2023.2187907","url":null,"abstract":"Abstract The current study examines a multidimensional set of outcome variables to understand whether different pre-reading scaffolds influence students’ text comprehension, diagram analysis, text integration, and interest; and investigates these constructs cross-sectionally to identify any progression as students move across grades. One-hundred fifty-six 3rd through 6th grade students enrolled in a public laboratory school were randomly assigned to one of three pre-reading conditions intended to activate or build students’ topic knowledge. Students completed a series of before, during, and after reading activities while engaging with grade appropriate texts about the topics of ecosystems and living things. Results indicate that there were no significant differences between the three pre-reading conditions on any of the four constructs of interest. Students across grade levels performed well on multiple-choice comprehension questions, but not as well on diagram analysis questions or an open-ended integration task. Implications and future directions are discussed.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47542550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-11DOI: 10.1080/02702711.2023.2179142
E. Laçin
Abstract This study was conducted in a preschool in Hatay, Turkey. The effect of the shared-reading method on the early literacy skills of preschool children is examined. Four preschool classes (two experiments and two control) participated in the research. Tools included the intervention program, intervention checklists, interviews, and early literacy skills tests. Pretests were applied to both groups. The first took a 12-week intervention. Post-tests revealed that children in the experimental showed significant improvement and improvement in early literacy skills compared to baseline performance results. The findings provide educators with an understanding of ways to foster the development of early literacy skills at the preschool level.
{"title":"A Teacher‑Implemented Shared‑Reading Intervention to Promote Early Literacy Skills of Preschoolers Children in Turkey","authors":"E. Laçin","doi":"10.1080/02702711.2023.2179142","DOIUrl":"https://doi.org/10.1080/02702711.2023.2179142","url":null,"abstract":"Abstract This study was conducted in a preschool in Hatay, Turkey. The effect of the shared-reading method on the early literacy skills of preschool children is examined. Four preschool classes (two experiments and two control) participated in the research. Tools included the intervention program, intervention checklists, interviews, and early literacy skills tests. Pretests were applied to both groups. The first took a 12-week intervention. Post-tests revealed that children in the experimental showed significant improvement and improvement in early literacy skills compared to baseline performance results. The findings provide educators with an understanding of ways to foster the development of early literacy skills at the preschool level.","PeriodicalId":46567,"journal":{"name":"Reading Psychology","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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