A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties

J Learn Disabil. May-Jun 2011;44(3):258-75. doi: 10.1177/0022219410378444.

Abstract

A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children's language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.

Publication types

  • Meta-Analysis
  • Research Support, Non-U.S. Gov't

MeSH terms

  • Acoustic Stimulation* / methods
  • Awareness
  • Child
  • Child Language*
  • Child, Preschool
  • Comprehension
  • Female
  • Humans
  • Language Development Disorders / psychology
  • Language Development Disorders / therapy*
  • Male
  • Reading*
  • Treatment Outcome
  • Vocabulary