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Accelerating Preschoolers' Early Literacy Development Through Classroom-Based Teacher–Child Storybook Reading and Explicit Print Referencing

Joan N. Kaderavek
University of Toledo, OH

Xitao Fan
Amy Sofka
University of Virginia, Charlottesville

Aileen Hunt
University of Toledo

Contact author: Laura Justice, College of Education and Human Ecology, The Ohio State University, 231 Arps Hall, 1945 N. High St., Columbus, OH 43210. E-mail: justice.57{at}osu.edu.

Purpose: This study examined the impact of teacher use of a print referencing style during classroom-based storybook reading sessions conducted over an academic year. Impacts on preschoolers' early literacy development were examined, focusing specifically on the domain of print knowledge.

Method: This randomized, controlled trial examined the effects of a print referencing style on 106 preschool children attending 23 classrooms serving disadvantaged preschoolers. Following random assignment, teachers in 14 classrooms used a print referencing style during 120 large-group storybook reading sessions during a 30-week period. Teachers in 9 comparison classrooms read at the same frequency and with the same storybooks but used their normal style of reading.

Results: Children whose teachers used a print referencing style showed larger gains on 3 standardized measures of print knowledge: print concept knowledge, alphabet knowledge, and name writing, with medium-sized effects.

Clinical Implications: The convergence of the present findings with those of previous efficacy studies indicates that print referencing intervention can be used confidently as an approach for facilitating print knowledge in preschool-age children. Speech-language pathologists can serve an important role in supporting preschool educators as they use this evidence-based technique with pupils in their classrooms.

KEY WORDS: emergent literacy, preschool intervention, storybook reading

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This article has been cited by other articles:

				T. A. Zucker, L. M. Justice, and S. B. Piasta Prekindergarten Teachers' Verbal References to Print During Classroom-Based, Large-Group Shared Reading Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 376 - 392. [Abstract] [Full Text] [PDF]