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faculty: "FMG" and publication year: "1999"
| Author||H. Blok|
|Title||Reading to young children in educational settings: a meta-analysis of recent research|
|Faculty||Faculty of Social and Behavioural Sciences|
|Institute/dept.||FMG: Research Institute Child Development and Education (CDE)|
|Keywords||Language development; Oral reading; Reading development; Reading skills; Verbal ability|
|Abstract||This article reviews 10 studies, comprising 11 samples, of the effects of reading to young children in schools. The age of the children varied between 31-90 mo. Dependent variables were classified in 2 domains: oral language and reading skills. The combined effect size for the oral language domain was d = .63, and for the reading domain d = .41. Although these figures look promising, caution is needed because the empirical evidence appears to be meager. Not only is the number of studies small, but a critical analysis of the design of the studies generally reveals poor quality. (PsycINFO Database Record (c) 2000 APA, all rights reserved)|
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