Research has indicated that frequent exposure to story readings has positive effects on some aspects of early literacy. Much of the work on storybook readings has focused upon the interactive behavior between parent and child during one‐to‐one readings in middle‐class homes. This study Investigated whether frequent small group readings In school would Increase comprehension scores and the number and complexity of comments and questions from children of low socloeconomlc status (SES). The 108 subjects, who were low‐SES five‐year‐olds In urban kindergartens, were assigned to two groups, experimental and control. There were 36 teachers in the Investigation: 18 In the experimental and 18 in the control group. Three children from each of the groups were randomly assigned to each of the teachers. Students in the experimental group were read a different book each week for 10 weeks. Interactive behavior between the adult and children was encouraged during story readings. The control group was guided through traditional reading readiness activities. The author found story readings in small groups did increase comprehension and the number and complexity of questions and comments made by children in the experimental group. A new dimension was found in the small group readings not present in one‐to‐one settings which Involved Interactive discussion between children concerning the story.
All Science Journal Classification (ASJC) codes
- Psychology (miscellaneous)