Literacy Web Seminar
November 7, 2010, 7:00 p.m. (EDT/USA)
“Promise and Possibilities of Infusing Parent-Child Read Alouds with Comprehension Strategy Instruction: An Intervention Study”
Presented by Kathryn Roberts, Ph.D., Wayne State University, Detroit, MI, USA
This study tested the efficacy of teaching parents how to infuse comprehension strategy instruction into read alouds with their preschool-aged children. Twenty children were matched based on a standardized comprehension measure, and then randomly assigned to condition within pairs. Parents of children assigned to the experimental group attended workshops during which they were taught to infuse their read alouds with their children with comprehension strategy instruction. Parents in the control group were provided with one session during which they were instructed on the benefits of reading at home with their child. For parents in the experimental condition, interactions with their children during read aloud sessions changed to include statistically significantly more instances than control group peers of talking about text, retelling, and story structure. Results approached significance for instances of initiation of discussion about text by children and instances of activation and use of prior knowledge. Composite comprehension score gains were also greater for children in the experimental group.