NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 2 results Save | Export
Embedded Instruction Improves Vocabulary Learning during Automated Storybook Reading among High-Risk Preschoolers
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Goldstein, Howard; Kelley, Elizabeth; Greenwood, Charles; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; McCarthy, Tanya; Schneider, Naomi; Spencer, Trina – Grantee Submission, 2016
Purpose: We investigated a small-group intervention designed to teach vocabulary and comprehension skills to preschoolers who were at risk for language and reading disabilities. These language skills are important and reliable predictors of later academic achievement. Method: Preschoolers heard prerecorded stories 3 times per week over the course…
Descriptors: At Risk Students, Preschool Children, Early Intervention, Reading Difficulties
Effects of Automated Tier 2 Storybook Intervention on Vocabulary and Comprehension Learning in Preschool Children with Limited Oral Language Skills
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Kelley, Elizabeth Spencer; Goldstein, Howard; Spencer, Trina D.; Sherman, Amber – Grantee Submission, 2015
This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks.A randomized group design with an embedded…
Descriptors: Intervention, Vocabulary Development, Reading Comprehension, At Risk Students