A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
Journal of Learning Disabilities
Swanson, E., Wanzek, J., et al. (2011).
Journal of Learning Disabilities, 44(3), 258-275.
This review investigates the effect of storybook read-aloud interventions on the reading skills of students, 3-8 years old, who may have reading difficulties.
Meadows Foundation
1984-2008
Experimental studies; two group comparison study designs; single group study designs; single subject designs
29 (synthesis); 18 (meta-analysis)
Results of the meta-analysis revealed that read-aloud interventions had significant, positive effects on the literacy outcomes of children at risk for reading difficulties. Overall, children receiving read-aloud interventions had greater improvements on language (ES= 0.29), phonological awareness (ES= 0.78), print concepts (ES= 0.82), comprehension (ES= 0.70), vocabulary (ES= 1.02), and word recognition (ES= 0.23) outcomes compared to children who did not receive intervention. However, no differences were found between different types read-aloud interventions (e.g., dialogic reading, repeated reading, limited questioning, computer-assisted treatments).
