Research  |   February 2002
Use of Storybook Reading to Increase Print Awareness in At-Risk Children
Author Notes
  • Corresponding author: e-mail: lmj2t@virginia.edu
  • Both authors were affiliated with Ohio University during data collection activities.
    Both authors were affiliated with Ohio University during data collection activities.×
Article Information
Development / Research Issues, Methods & Evidence-Based Practice
Research   |   February 2002
Use of Storybook Reading to Increase Print Awareness in At-Risk Children
American Journal of Speech-Language Pathology, February 2002, Vol. 11, 17-29. doi:10.1044/1058-0360(2002/003)
History: Received November 6, 2000 , Accepted April 5, 2001
American Journal of Speech-Language Pathology, February 2002, Vol. 11, 17-29. doi:10.1044/1058-0360(2002/003)
History: Received November 6, 2000; Accepted April 5, 2001
Web of Science® Times Cited: 83

This study evaluated the impact of participation in book-reading sessions with a print focus on print awareness in preschool children from low- income households. A book-reading intervention was conducted for 30 children enrolled in Head Start. Children were matched on chronological age and then randomly placed into an experimental or control group. Pretest measures of children's print awareness were administered. Subsequently, children in both groups participated in 24 small-group reading sessions over an 8-week period. Children in the experimental group participated in shared reading sessions that included a print focus. As an alternate condition, control-group children participated in shared reading sessions with a picture focus. Posttesting indicated that children who participated in print- focus reading sessions outperformed their control- group peers on three measures of print awareness (Words in Print, Print Recognition, and Alphabet Knowledge) and in terms of overall performance. Clinical implications and future research directions are discussed.

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