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      The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.

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          Abstract

          In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. Features refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes.

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          Author and article information

          Journal
          Dev Psychol
          Developmental psychology
          American Psychological Association (APA)
          1939-0599
          0012-1649
          Aug 2013
          : 49
          : 8
          Affiliations
          [1 ] Department of Pediatrics, University of Texas Health Science Center at Houston, Houston, TX, USA. tricia.zucker@uth.tmc.edu
          Article
          2012-27899-001
          10.1037/a0030347
          23066674
          5c12ee7f-c99e-4c00-97e1-a41a2037e310
          History

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