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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)
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)
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.
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. 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