- PsycARTICLES:
- Citation and Abstract
Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home.
Koskinen, Patricia S.; Blum, Irene H.; Bisson, Stephanie A.; Phillips, Stephanie M.; Creamer, Terry S.; Baker, Tara Kelley
Journal of Educational Psychology. Vol 92(1), Mar 2000, 23-36.
Sixteen teachers and their 162 first-grade students participated in this study to explore the impact of book-rich classroom environments and home rereading, with and without an audio model, on reading motivation, comprehension, and fluency. Classrooms with both students who speak English as a second language and native English-speaking students were in 1 of 4 conditions: book-rich classroom environment, book-rich classroom environment and daily rereading of books at home, book-rich classroom environment and daily rereading of books with audiotapes at home, and unmodified reading instruction at school. There was enhanced comprehension for book-rich classrooms, both with and without a home component. Furthermore, home-based rereading increased students' reading motivation and promoted parental involvement. Use of audio models provided particular benefits for students learning to speak English. (PsycINFO Database Record (c) 2008 APA, all rights reserved)
- Digital Object Identifier:
- 10.1037/0022-0663.92.1.23
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