LSHSS Papers in Press
Published online April 26, 2010
Language, Speech, and Hearing Services in Schools 2010; doi:10.1044/0161-1461(2010/09-0056)

Language, Speech, and Hearing Services in Schools 2010;41:504.

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Article

Print-Focused Read-Alouds in Preschool Classrooms: Intervention Effectiveness and Moderators of Child Outcomes

Laura M. Justice
The Ohio State University

Anita S. McGinty
University of Virginia

Shayne B. Piasta
The Ohio State University

Joan N. Kaderavek
University of Toledo

Xitao Fan
University of Virginia

Correspondence concerning this article may be sent to: Laura Justice, College of Education and Human Ecology, The Ohio State University, 231 Arps Hall, 1945 N. High St., Columbus, Ohio, 43210 (justice.57{at}osu.edu).

Purpose: This study was conducted to determine the effectiveness of teachers' use of a print-referencing style during whole-class read-alouds with respect to accelerating 4- and 5-year-old children's print knowledge development. It also examined eight specific child- and setting-level moderators to determine whether these influenced the relation between teachers' use of a print-referencing style and children's print knowledge development.

Method: In this randomized controlled trial, 59 teachers were randomly assigned to two conditions. Teachers in the experimental group (n = 31) integrated explicit references to specified print targets within each of 120 read-aloud sessions conducted in their classrooms over a 30-week period; comparison teachers (n = 28) read the same set of book titles along the same schedule but read using their business-as-usual reading style. Children's gains over the 30-week period on a composite measure of print knowledge were compared for a subset of children randomly selected from experimental (n = 201) and comparison (n = 178) classrooms.

Results: Children who experienced a print-referencing style of reading had significantly higher print knowledge scores in spring of the year when controlling for fall print knowledge, child age, and classroom quality. None of the child- (age, initial literacy skills, language ability) or setting-level moderators (program type, instructional quality, average level of classroom SES, teachers' education level, teachers' experience) significantly moderated intervention effects.

Clinical Implications: Considered in tandem with prior study findings concerning this approach to emergent literacy intervention, print-focused read-alouds appear to constitute an evidence-based practice with net positive impacts on children's literacy development.


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