book reading intervention

Susan Sim (2012) conducted a study to investigate the effects that two forms of shared book reading intervention with parents on the emergent literacy skills of children. The two forms of shared book reading intervention are print referencing and dialogue reading.  The study used 80 parents of children in Prep from three Catholic schools located in the outer suburbs of the metropolitan city. They received training to deliver specific reading strategies within an eight-week home intervention. The training session for parents was one hour done at their children’s school. There were 38 girls and 42 boys aged between 4.92 and 6.25 years in the overall research sample. In the study, the intervention required parents to read regularly specific books to their children in a time frame of eight weeks. During the training, the parents in the dialogue reading group watched a short video that illustrated the dialogue is reading strategies. Parents in the print are referencing and dialogue reading also watched the dialogue reading video and also a short video on print referencing strategies.

The early literacy outcome and language measured used in the study were the Hundred Picture Naming Test, Peabody Picture Vocabulary test-third Ed, Phonological abilities test (PAT), and Concepts about print.  There were three subsets of PAT used that included word completion, alphabet knowledge, and rhyme detection. The children participants completed assessments at three points including pre-assessments, post-assessments, and follow-up.

The researcher conducted the assessment sessions in a quiet room designated by each school. According to the study results, children in the two intervention groups indicated significant higher scores on their expressive vocabulary, concepts about print, and rhyme as compared to their baseline scores. However, there were no significant different for the measures in the control group. The study findings showed no clear different between the two intervention groups and both groups improved their literacy skills for rhyme, vocabulary, and concepts about print. The study indicates that parents have the ability to help develop the early literacy skills of children before formal education through specific shared reading strategies.  


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