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American Journal of Speech-Language Pathology Vol.11 17-29 February 2002. doi:10.1044/1058-0360(2002/003)
© American Speech-Language-Hearing Association
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Use of Storybook Reading to Increase Print Awareness in At-Risk Children

Laura M. Justice 1
Helen K. Ezell 2
1 University of Virginia, Charlottesville
2 Pittsburgh, PA

lmj2t{at}virginia.edu

This study evaluated the impact of participation in book-reading sessions with a print focus on print awareness in preschool children from low- income households. A book-reading intervention was conducted for 30 children enrolled in Head Start. Children were matched on chronological age and then randomly placed into an experimental or control group. Pretest measures of children's print awareness were administered. Subsequently, children in both groups participated in 24 small-group reading sessions over an 8-week period. Children in the experimental group participated in shared reading sessions that included a print focus. As an alternate condition, control-group children participated in shared reading sessions with a picture focus. Posttesting indicated that children who participated in print- focus reading sessions outperformed their control- group peers on three measures of print awareness (Words in Print, Print Recognition, and Alphabet Knowledge) and in terms of overall performance. Clinical implications and future research directions are discussed.

Note:

Both authors were affiliated with Ohio University during data collection activities.

Key Words: emergent literacy, Head Start, intervention, storybook reading

Submitted on November 6, 2000
Accepted on April 5, 2001






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