| 1 |
| Author | H. Blok | | Title | Reading to young children in educational settings: a meta-analysis of recent research |
| Journal | Language Learning |
| Volume | 49 |
| Year | 1999 |
| Issue | 2 |
| Pages | 343-371 |
| ISSN | 0023-8333 |
| 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) |
| Document type | Article |
| Document finder | 
|
Use this url to link to this page: http://dare.uva.nl/en/record/841
Contact us about this recordNotify a colleague
Add to bookbag
|
