Question 5

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Author:
ladwholived
ID:
251719
Filename:
Question 5
Updated:
2013-12-08 16:22:02
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PSYO3091
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PSYO3091
Description:
Describe the study by Senechal, Lefevre, Thomas, & Daily (1998) in terms of how it relates to storybook reading, home literacy teaching, and reading development in children. How did they define their groups? What were their results? Finally, what would explain the unexpected dissociation/interaction in their findings?
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  1. 5. What was examined in the Senechal, Lefevre, Thomas, & Daily (1998) on story book reading?
    Examined the relationship between storybook reading, home literacy teaching, and reading development in a longitudinal study of children in grades 1-3 (from middle SES families)
  2. 5. What groups were children divided into for the Senechal, Lefevre, Thomas, & Daily (1998) study on storybook reading?
    • Four groups based on reports of reading time and time spent teaching how to read/write.
    • 1. High-teach – High-read: children whose parents reported teaching literacy skills frequently AND who read storybook frequency (n = 35)
    • 2. High-teach – Low-read: children whose parents reported teaching literacy skills frequently BUT who did not read storybook as frequently (n = 20)
    • 3. Low-teach – high-read: children whose parents reported infrequent teaching literacy skills at home BUT who read storybook frequently (n = 23)
    • 4. Low-teach – Low-read: children whose parents reported teaching literacy skills AND storybook reading less frequently (n = 33)
  3. 5. What was the method in the Senechal, Lefevre, Thomas, & Daily (1998) study on storybook reading?
    This was a longitudinal study which examined the development of reading levels for children enter grade one until grade three.
  4. 5. What were the results of the Senechal, Lefevre, Thomas, & Daily (1998) study on storybook reading?
    The worse throughout were the low-low group and the best throughout were the high-high group, which makes sense. However, the HIGH TEACH - LOW READ started up near the high-high, but then dramatically dropped almost to the low-low at grade three testing time. The LOW TEACH - HIGH READ started out average and improved to almost the same level as the high-high.
  5. 5. How can the dissociation found in Senechal, Lefevre, Thomas, & Daily (1998) study on storybook reading be explained?
    • 1. Start off with less knowledge leads to a delay in becoming an independent reader
    • 2. Early story book reading leads to pleasure of reading which translates into a desire for more independent reading later on
    • 3. Children with more storybook reading experience leads to larger vocabularies which leads to greatly facilitate later reading comprehension

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