Enhancing language and print-concept skills by using interactive storybook reading in kindergarten. (December 2018)

• Record Type: Journal Article
• Authors: Nevo, Einat; Vaknin-Nusbaum, Vered
• Is Part Of: Journal of early childhood literacy. Volume 18:Number 4(2018:Dec.)
• Page Start: 545
• Page End: 569
• Publication Date: 2018-12
• Subjects: Language -- print concepts -- motivation to read -- kindergarten -- intervention -- storybook reading; Literacy -- Periodicals; Reading (Early childhood) -- Periodicals; Electronic journals; 372.6
• DOI: 10.1177/1468798417694482
• Languages: English
• ISSNs: 1468-7984

Abstract

The effectiveness of a short interactive storybook-reading intervention programme delivered by a kindergarten teacher to develop language and print-concept skills was examined in 30 Hebrew-speaking kindergarten children exhibiting different levels of emergent literacy skills. Post-intervention, the intervention group showed a clear advantage over a control group on most measures, including vocabulary, morphology, phonological awareness and print concepts. Pre-test motivation to read was predictive of post-test performance in these same language and print-concept skills. The study suggests that a short intervention programme, using stories and embedded activities, can enhance language and print concepts in kindergarten children; and that motivation to read is equally important in the development of their language and literacy abilities.