The Role of Shared Reading in the Development of Phonological Awareness: A Longitudinal Study of Middle to Upper Class Children.

Burgess, Stephen

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ539913

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0300-4430

EISSN: N/A

Available Date: N/A

The Role of Shared Reading in the Development of Phonological Awareness: A Longitudinal Study of Middle to Upper Class Children.

Burgess, Stephen

Early Child Development and Care, v127-128 p191-99 1997

Tested assumption that variability in home literacy environments has no effect on individual differences in reading development. Found that variability in shared reading interactions was significantly related to growth in phonological awareness even after accounting for the effects of age, oral language, and phonological awareness at the beginning of the study. Also found support for cumulative exposure as an important aspect. (MOK)

Descriptors: Cognitive Development, Educational Environment, Family Involvement, Individual Differences, Language Acquisition, Literacy, Longitudinal Studies, Middle Class, Phonology, Preschool Children, Reading Motivation, Reading Skills, Upper Class

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A