Sage Journals: Discover world-class research

Abstract

The present meta-analysis was conducted to examine how shared book reading affects the English language and literacy skills of young children learning English as a second language. The final analysis included 54 studies of shared reading conducted in the United States. Features of the intervention and child characteristics were tested as potential moderators, and the impact of methodological criteria was examined using sensitivity analyses. Results revealed an overall significant, positive effect of shared reading on English learners’ outcomes. Children’s developmental status moderated this effect, with larger effect sizes found in studies including only typically developing participants than in studies including only participants with developmental disorders. No other significant moderators were identified. The main positive effect was robust to the application of more stringent methodological inclusion criteria. These results support shared book reading as an early educational activity for young English learners.

Keywords

meta-analysis bilingualism early literacy shared reading early intervention

Get full access to this article

View all access options for this article.

References

Adesope

O. O.

Lavin

Thompson

Ungerleider

(2011). Pedagogical strategies for teaching literacy to ESL immigrant students: A meta-analysis. British Journal of Educational Psychology, 81, 629–653. doi:10.1111/j.2044-8279.2010.02015.x

Ahn

Ames

A. J.

Myers

N. D.

(2012). A review of meta-analyses in education: Methodological strengths and weaknesses. Review of Educational Research, 82, 436–476. doi:10.3102/0034654312458162

*Almaguer

I. T.

(2003). The effect of dyad reading instruction on the reading achievement of Hispanic third grade limited English proficient students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3081479)

Ardasheva

Tretter

T. R.

Kinny

(2012). English language learners and academic achievement: Revisiting the threshold hypothesis. Language Learning, 62, 769–812. doi:10.1111/j.1467-9922.2011.00652.x

Ardasheva

Wang

Adesope

Valentine

(2017). Exploring effectiveness and moderators of language learning strategy instruction on second language and self-regulated learning outcomes. Review of Educational Research, 87, 554–582. doi:10.3102/0034654316689135

*Ariaz

S. K.

(2010). Vocabulary acquisition of bilingual students through the implementation of dialogic shared storybook reading techniques (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1477769)

*Arriaz de Allen

S. L.

(2010). Evaluating the effects of the University of Florida Literacy Initiative (UFLI) on the reading skills of Spanish-speaking English language learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3436316)

*Asbeck

S. A.

(2010). English language learners’ second language vocabulary acquisition: Effectiveness of bilingual storybook reading for kindergarteners (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3520827)

*August

Artzi

Barr

. (2016). Helping ELLs meet standards in English language arts and science: An intervention focused on academic vocabulary. Reading & Writing Quarterly, 32, 373–396. doi:10.1080/10573569.2015.1039738

10.

Baker

Lesaux

Jayanthi

Dimino

Proctor

C. P.

Morris

. . . Newman-Gonchar

(2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/english_learners_pg_040114.pdf

11.

*Barbre

J. G.

(2003). Effects of an early childhood education program with parent involvement on oral language acquisition (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3090206)

12.

Barnett

S. B.

Yarosz

D. J.

Thomas

Jung

Blanco

(2007). Two-way and monolingual English immersion in preschool education: An experimental comparison. Early Childhood Research Quarterly, 22, 277–293. doi:10.1016/j.ecresq.2007.03.003

13.

Barton

Hamilton

Ivanic

(2000). Situated literacies: Reading and writing in context. New York, NY: Routledge.

14.

Bernhard

J. K.

Winsler

Bleiker

Ginieniewicz

Madigan

A. L.

(2008). “Read my story!” Using the early Early Authors Program to promote early literacy among diverse, urban preschool children in poverty. Journal of Education for Students Places at Risk, 13, 76–105. doi:10.1080/10824660701860458

15.

*Best

D. L.

(1993). The effects of story retelling opportunities on the second language acquisition of prekindergarten ESL students (Master’s thesis). Available from ProQuest Dissertations and Theses database. (Order No. 1353281)

16.

Borenstein

Hedges

L. V.

Higgins

J. P. T.

Rothstein

H. R.

(2009a). Effect sizes based on means. In Introduction to meta-analysis (pp. 21–32). Chichester, England: Wiley.

17.

Borenstein

Hedges

L. V.

Higgins

J. P. T.

Rothstein

H. R.

(2009b). Identifying and quantifying heterogeneity. In Introduction to meta-analysis (pp. 107–125). Chichester, England: Wiley.

18.

Boyce

L. K.

Cook

G. A.

Roggman

L. A.

Innocenti

M. S.

Jump

V. K.

Akers

J. F.

(2004). Sharing books and learning language: What do Latina mothers and their children do? Early Education and Development, 15, 371–386. doi:10.1207/s15566935eed1504_2

19.

Branum-Martin

Tao

Garnaat

(2015). Bilingual phonological awareness: Reexamining the evidence for relations within and across languages. Journal of Educational Psychology, 107, 111–125. doi:10.1037/a0037149

20.

*Brickman

S. O.

(2002). Effects of a joint book reading strategy on even start (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3073702)

21.

*Brydon

M. M.

(2010). The effect of rich instruction on the vocabulary acquisition of preschool dual language learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3447307)

22.

Bus

A. G.

van IJzendoorn

M. H.

Pellegrini

A. D.

(1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1–21. doi:10.2307/1170476

23.

Chetty

Friedman

J. N.

Rockoff

J. E.

(2014). Measuring the impact of teachers: Evaluation bias in teacher value-added estimates. American Economic Review, 104, 2593–2632. doi:10.1257/aer.104.9.2593

24.

Cheung

A. C. K.

Slavin

R. E.

(2012). Effective reading programs for Spanish dominant English language learners (ELLs) in the elementary grades: A synthesis of research. Review of Educational Research, 82, 351–395. doi:10.3102/0034654312465472

25.

Cheung

M. W. L.

(2014). Modeling dependent effect sizes with three-level meta-analyses: A structural equation modeling approach. Psychological Methods, 19, 211–229. doi:10.1037/a0032968

26.

*Collins

M. F.

(2004). ESL preschooler’s English vocabulary acquisition and story comprehension from storybook reading (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3124816)

27.

Collins

M. F.

(2010). ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly, 5, 84–97. doi:10.1016/j.ecresq.2009.07.009

28.

*Crandell

J. D.

Snow

Pan

Tivnan

(2010). Information book read-alouds in Head Start preschools and the development of preschoolers’ vocabulary and emergent literacy skills (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3446303)

29.

Crevecoeur

Y. C.

Coyne

M. D.

McCoach

D. B.

(2014). English language learners and English-only learners response to direct vocabulary instruction. Reading & Writing Quarterly, 30, 51–78. doi:10.1080/10573569.2013.758943

30.

*Cruz de Quiros

A. M.

Lara-Alecio

Tong

Irby

B. J.

(2012). The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading, 35, 87–113. doi:10.1111/j.1467-9817.2010.01472.x

31.

Currie

(2009). Healthy, wealthy, and wise: Socioeconomic status, poor health in childhood and human capital development. Journal of Economic Literature, 47, 87–122. doi:10.1257/jel.47.1.87

32.

*Denton

C. A.

Anthony

J. L.

Parker

Hasbrouck

J. E.

(2004). Effects of two tutoring programs on the English reading development of Spanish-English bilingual students. Elementary School Journal, 104, 289–305. doi:10.1086/499754

33.

Dietrichson

Bog

Filges

Klint Jorgensen

(2017). Academic interventions for elementary and middle school students with low socioeconomic status: A systematic review and meta-analysis. Review of Educational Research, 87, 243–282. doi:10.3102/0034654316687036

34.

Duncan

T. S.

Paradis

(2016). English language learners’ nonword repetition performance: The influence of age, L2 vocabulary size, length of L2 exposure, and L1 phonology. Journal of Speech, Language, and Hearing Research, 59, 39–48. doi:10.1044/2015_jslhr-l-14-0020

35.

Durán

Roseth

Hoffman

Robertshaw

M. B.

(2013). Spanish-speaking preschoolers’ early literacy development: A longitudinal experimental comparison of predominantly English and transitional bilingual education. Bilingual Research Journal, 36(1), 6–34. doi:10.1080/15235882.2012.735213

36.

*Duran

L. K.

(2008). An analysis of verbal interactions during dialogic reading with Spanish-speaking children enrolled in a Head Start home visiting program (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3295684)

37.

*Ermis

S. A.

(1996). An examination of the effects of an intergenerational reading project on home literacy experiences and the literacy development of preschool students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 9706634)

38.

Esping-Andersen

Garfinkel

Han

W.-J.

Magnuson

Wagner

Walfogel

(2012). Child care and school performance in Denmark and the United States. Children and Youth Services Review, 34, 576–589. doi:10.1016/j.childyouth.2011.10.010

39.

*Farver

J. M.

Lonigan

C. J.

Eppe

(2009). Effective early literacy skill development for young English language learners: An experimental study of two methods. Child Development, 80, 703–719. doi:10.1111/j.1467-8624.2009.01292.x

40.

*Filippini

A. L.

(2007). Effects of a vocabular-added instructional intervention for at-risk English learners: Is efficient reading instruction more effective? (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3274436)

41.

Foorman

Petscher

Herrera

(2018). Unique and common effects of decoding and language factors in predicting reading comprehension in Grades 1–10. Learning and Individual Differences, 63, 12–23. doi:10.1016/j.lindif.2018.02.011

42.

Francis

Lesaux

August

. (2006). Language of instruction. In D. August & T. Shanahan (Eds.), Developing literacy in second language learners: Report of the National Literacy Panel on Language Minority Children and Youth (pp. 365–414). Mahwah, NJ: Erlbaum. doi:10.1080/10862960903340165

43.

*Frasco

R. D.

(2008). Effectiveness of reading first for English language learners: Comparison of two programs (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3297990)

44.

Gándara

(2000). In the aftermath of the storm: English learners in the post-227 era. Bilingual Research Journal, 24, 1–13. doi:10.1080/15235882.2000.10162748

45.

Garcia

M. G.

(2006). The impact of the home instruction for parents of preschool youngsters (HIPPY) program on reading, mathematics, and language achievement of Hispanic English language learners (Doctoral dissertation). Retrieved from ProQuest (UMI 3214467)

46.

Genesee

Riches

(2006). Literacy: Instructional issues. In Genessee

Lindhold-Leary

Saunders

W. M.

Christian

(Eds.), Educating English language learners: A synthesis of research evidence (pp. 109–175). New York, NY: Cambridge University Press.

47.

Gesell

Wallace

Tempesti

Hux

Barkin

(2012). Increasing Latino parents’ verbal interactions with their preschool-aged children. International Scholarly Research Network Education, 2012, 1–9. doi:10.5402/2012/652406

48.

*Goldstein

Olszewski

Haring

Greenwood

C. R.

McCune

Carta

. . . Kelley

E. S.

(2017). Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in early literacy development. Journal of Speech, Language, and Hearing Research, 60, 89–103. doi:10.1044/2016_jslhr-l-15-0451

49.

Gottfredson

D. C.

Cook

T. D.

Gardner

F. E. M.

Gorman-Smith

Howe

G. W.

Sandler

I. N.

Zafft

K. M.

(2015). Standards of evidence for efficacy, effectiveness, and scale-up research in prevention science: Next generation. Prevention Science, 16, 893–926. doi:10.1007/s11121-015-0555-x

50.

*Greenwood

C. R.

Carta

J. J.

Kelley

E. S.

Guerrero

Kong

N. Y.

Atwater

Goldstein

(2016). Systematic replication of the effects of a supplementary technology-assisted storybook intervention for preschool children with weak vocabulary and comprehension skills. Elementary School Journal, 116, 574–599. doi:10.1086/686223

51.

Gutiérrez-Clellen

V. F.

(1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291–302. doi:10.1044/1058-0360.0804.291

52.

Hammer

C. S.

Hoff

Uchikoshi

Gillanders

Castro

D. C.

Sandilos

L. E.

(2014). The language and literacy development of young dual language learners: A critical review. Early Childhood Research Quarterly, 29, 715–733. doi:10.1016/j.ecresq.2014.05.008

53.

*Hammer

C. S.

Sawyer

(2016). Effects of a culturally responsive interactive book-reading intervention on the language abilities of preschool dual language learners: A pilot study. NHSA Dialog, 18(4), 59–79. Retrieved from https://journals.uncc.edu/dialog/article/view/421

54.

Hart

Risley

T. R.

(2003). The early catastrophe: The 30 million word gap by age 3. American Educator, 27(1), 4–9. Retrieved from https://www.aft.org/sites/default/files/periodicals/TheEarlyCatastrophe.pdf

55.

*Hasbun

T. C.

(2011). The effectiveness of shared reading interventions with families of Hispanic prekindergarten students (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3500148)

56.

Hedges

L. V.

(1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6, 107–128. doi:10.2307/1164588

57.

Hedges

L. V.

Pigott

T. D.

(2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9, 426–445. doi:10.1037/1082-989X.9.4.426

58.

Hedges

L. V.

Tipton

Johnson

M. C.

(2010). Robust variance estimation in meta-regression with dependent effect size estimates. Research Synthesis Methods, 1, 39–65. doi:10.1002/jrsm.5

59.

Hemphill

F. C.

Vanneman

(2011). Achievement gaps: How Hispanic and white students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2011-459). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011459

60.

Hernandez

D. J.

(2004). Demographic change and the life circumstances of immigrant families. Foundation for Child Development, 14(2), 17–47. doi:10.2307/1602792

61.

Hernandez

D. J.

(2012). Double jeopardy: How third-grade reading skills and poverty influence high school graduation. Baltimore, MD: Annie E. Casey Foundation.

62.

*Horowitz

J. S.

(2004). Mothers Instilling Literacy in Kids (M.I.L.K.): A program evaluation (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 313712)

63.

*Huennekens

M. E.

(2013). The cross-linguistic effects of dialogic reading on young English language learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3560499)

64.

Justice

L. M.

Kaderavek

J. N.

Fan

Sofka

Hunt

(2009). Accelerating preschoolers’ early literacy development through classroom-based teacher–child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40, 67–85. doi:10.1044/0161-1461(2008/07-0098)

65.

Justice

L. M.

Logan

J. R.

Damschroder

(2015). Designing caregiver-implemented shared-reading interventions to overcome implementation barriers. Journal of Speech, Language, and Hearing Research, 58, S1851-S1863. doi:10.1044/2015_jslhr-l-14-0344

66.

Kieffer

(2008). Catching up or falling behind? Initial English proficiency, concentrated poverty, and the reading growth of language minority learners in the United States. Journal of Educational Psychology, 100, 851–868.

67.

Kieffer

M. J.

(2010). English proficiency, socioeconomic status, and late-emerging reading difficulties. Educational Researcher, 39, 484–486. doi:10.3102/0013189x10378400

68.

Kohnert

(2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43, 456–473. doi:10.1016/j.jcomdis.2010.02.002

69.

Kohnert

Yim

Nett

Kan

P. F.

Duran

(2005). Intervention with linguistically diverse preschool children: A focus on developing home language(s). Language, Speech, and Hearing Services in Schools, 36, 251–263. doi:10.1044/0161-1461(2005/025)

70.

Koskinen

P. S.

Blum

I. H.

Bisson

S. A.

Phillips

S. M.

Creamer

T. S.

Baker

T. K.

(2000). Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home. Journal of Educational Psychology, 92, 23–36. doi:10.1037//0022-0663.92.1.23

71.

Larson

A. L.

Cyck

L. M.

Carta

Scheffner Hammer

Baralt

Uchikoshi

. . . Wood

(2018). A systematic review of language-focused interventions for culturally and linguistically diverse children. Manuscript submitted for publication.

72.

*Leacox

Wood Jackson

(2014). Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning. Journal of Early Childhood Literacy, 14, 175–197. doi:10.1177/1468798412458518

73.

Lesaux

N. K.

Kieffer

M. J.

Kelley

J. G.

Harris

J. R.

(2014). Effects of academic vocabulary instruction for linguistically diverse adolescents: Evidence from a randomized field trial. American Educational Research Journal, 51, 1159–1194. doi:10.3102/0002831214532165

74.

Lim

Y. S.

Cole

K. N.

(2002). Facilitating first language development in young Korean children through parent training in picture book interactions. Bilingual Research Journal, 26, 367–381. doi:10.1080/15235882.2002.10668716

75.

*Linan-Thompson

Vaughn

Hickman-Davis

Kouzekanani

(2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. Elementary School Journal, 103, 221–238. doi:10.1086/499724

76.

Lonigan

C. J.

Shanahan

(2010). Developing early literacy skills: Things we know we know and things we know we don’t know. Educational Research, 39, 340–346. doi:10.3102/0013189x10369832

77.

Lonigan

C. J.

Shanahan

Cunningham

(2008). Impact of shared-reading interventions on young children’s early literacy skills. In Developing early literacy: Report of the National Early Literacy Panel (pp. 153–171). Washington, DC: National Institute for Literacy.

78.

*Lozano

A. S.

(2005). The use of informational texts with English learners in the third grade (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3171809)

79.

*Lugo-Neris

M. J.

Wood Jackson

Goldstein

(2010). Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41, 314–327. doi:10.1044/0161-1461(2009/07-0082)

80.

Marchman

V. A.

Martinez-Sussman

(2002). Concurrent validity of caregiver/parent report measures of language for children who are learning both English and Spanish. Journal of Speech, Language, & Hearing Research, 45, 983–997. doi:10.1044/1092-4388(2002/080)

81.

Marulis

L. M.

Neuman

S. B.

(2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80, 300–335. doi:10.3102/0034654310377087

82.

*May

C. G

. (1986). Effects of reading aloud in English on the reading ability and attitudes of Spanish-speaking children (Doctoral dissertation). Retrieved from http://scholarworks.umass.edu/dissertations/AAI8622696/

83.

*McBroom

D. B.

(2009). Developing the expressive and productive academic language of limited English proficient learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3352903)

84.

*McElvain

(2005). Transactional Literature Circles and the reading comprehension of at-risk English learners in the mainstream classroom (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3166362)

85.

Melby-Lervåg

Lervåg

(2014). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin, 140, 409–433. doi:10.1037/a0033890

86.

*Mendez

L. I.

Crais

E. R.

Castro

D. C.

Kainz

(2015). A culturally and linguistically responsive vocabulary approach for young Latino dual language learners. Journal of Speech, Language, and Hearing Research, 58, 93–106. doi:10.1044/2014_jslhr-l-12-0221

87.

Mol

S. E.

Bus

A. G.

(2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137, 267–296. doi:10.1037/a0021890

88.

Mol

S. E.

Bus

A. G.

de Jong

M. T.

Smeets

D. J. H.

(2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19, 7–26. doi:10.1080/10409280701838603

89.

Moore

B. A.

Klingner

J. K.

(2014). Considering the needs of English language learner populations: An examination of the population validity of reading intervention research. Journal of Learning Disabilities, 47, 391–408. doi:10.1177/0022219412466702

90.

National Center for Education Statistics. (2004). The condition of education, 2004. Retrieved from https://nces.ed.gov/pubs2004/2004077.pdf

91.

*Necoechea

D. M.

(2007). Children at-risk for poor school readiness: The effect of an early intervention home visiting program on children and parents (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3270449)

92.

Parra

Hoff

Core

(2011). Relations among language exposure, phonological memory, and language development in Spanish-English bilingually-developing two-year-olds. Journal of Experimental Child Psychology, 108, 113–125. doi:10.1016/j.jecp.2010.07.011

93.

*Parra-Cisneros

B. E.

(2013). Evaluation of language of intervention on expressive-receptive lexical skills for preschool bilingual children (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 1540280)

94.

Pitoniak

M. J.

Young

J. W.

Martiniello

King

T. C.

Buteux

Ginsburgh

(2009). Guidelines for the assessment of English-language learners. Princeton, NJ: Educational Testing Service.

95.

Plonsky

(2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61, 993–1038. doi:10.1111/j.1467-9922.2011.00663.x

96.

Polanin

J. R.

Tanner-Smith

E. E.

Hennessy

E. A.

(2016). Estimating the difference between published and unpublished effect sizes: A meta-review. Review of Educational Research, 86, 207–236. doi:10.3102/0034654315582067

97.

*Pollard-Durodola

S. D.

Gonzalez

J. E.

Saenz

Soares

Resendez

Kwok

. . . Zhu

(2016). The effects of content-related shared book reading on the language development of preschool dual language learners. Early Childhood Research Quarterly, 36, 106–121. doi:10.1016/j.ecresq.2015.12.004

98.

*Powers

R. M.

(2010). The efficacy of a vocabulary acquisition program in young English language learners (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3439144)

99.

Prevoo

M. J. L.

Malda

Mesman

van IJzendoorn

M. H.

(2016). Within- and cross-language relations between oral language proficiency and school outcomes in bilingual children with an immigrant background: A meta-analytical study. Review of Educational Research, 86, 237–276. doi:10.3102/0034654315584685

100.

R Core Team. (2017). R: A language and environment for statistical computing (Version 3.4.1) [Computer software]. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org/

101.

*Reese

Leyva

Sparks

Grolnick

(2010). Maternal elaborative reminiscing increases low-income children’s narrative skills relative to dialogic reading. Early Education and Development, 21, 318–342. doi:10.1080/10409289.2010.481552

102.

Restrepo

M. A.

Castilla

A. P.

Schwanenflugel

P. J.

Neuharth-Pritchett

Hamilton

C. E.

Arboleda

(2010). Effects of a supplemental Spanish oral language program on sentence length, complexity, and grammaticality in Spanish-speaking children attending English-only preschools. Language, Speech, and Hearing Services in Schools, 41, 3–13. doi:10.1044/0161-1461(2009/06-0017)

103.

*Restrepo

M. A.

Morgan

G. P.

Thompson

M. S.

(2013). The efficacy of a vocabulary intervention for dual language learners with language impairment. Journal of Speech, Language, and Hearing Research, 56, 748–765. doi:10.1044/1092-4388(2012/11-0173)x

104.

*Roberts

T. A.

(2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43, 103–130. doi:10.1598/rrq.43.2.1

105.

*Rodriguez

I. S.

(2013). The effects of trained teachers’ integration of dialogic reading discourse on Hispanic English language learners’ literacy skills in kindergarten (Doctoral dissertation). Available from FIU Electronic Theses and Dissertations. (Paper No. 1009)

106.

Ryan

(2013). Language use in the United States: 2011 American Community Survey reports. Washington, DC: U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau. Retrieved from https://www.census.gov/prod/2013pubs/acs-22.pdf

107.

*Salah

E. V.

(2014). Effects of interactive read-aloud and literature discussion on reading comprehension for first-grade students with language impairments in a Title 1 school (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3665748)

108.

Schickedanz

J. A.

McGee

L. M.

(2010). The NELP report on shared story reading interventions (Chapter 4): Extending the story. Educational Researcher, 39, 323–329. doi:10.3102/0013189x10370206

109.

Shadish

W. R.

Cook

T. D.

Campbell

D. T.

(2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton-Mifflin.

110.

*Silverman

Hines

(2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101, 305–314. doi:10.1037/a0014217

111.

*Silverman

R. D.

(2007). Vocabulary development of English-language and English-only learners in kindergarten. Elementary School Journal, 107, 365–382. doi:10.1086/516669

112.

Silverman

R. D.

(2013). Investigating video as a means to promote vocabulary for at-risk children. Contemporary Educational Psychology, 38, 170–179. doi:10.106/j.cedpsych.2013.03.001

113.

*Simon-Cereijido

Gutierrez-Clellen

V. F.

(2014). Bilingual education for all: Latino dual language learners with language disabilities. International Journal of Bilingual Education and Bilingualism, 17, 235–254. doi:10.1080/13670050.2013.866630

114.

Sirin

S. R.

(2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. doi:10.3102/00346543075003417

115.

Slavin

R. E.

Madden

Calderón

Chamberlain

Hennessy

(2011). Reading and language outcomes of a multiyear randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis, 33, 47–58. doi:10.3102/0162373711398127

116.

Takacs

Z. K.

Swart

E. K.

Bus

A. G.

(2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85, 698–739. doi:10.3102/0034654314566989

117.

Tanner-Smith

E. E.

Tipton

(2014). Robust variance estimation with dependent effect sizes: Practical considerations including a software tutorial in Stata and SPSS. Research Synthesis Methods, 5, 13–30. doi:10.1002/jrsm.1091

118.

Taylor

A. M.

(2014). L1 glossing and strategy training for improving L2 reading comprehension: A meta-analysis. International Journal of Quantitative Research in Education, 2, 39–68. doi:10.1504/IJQRE.2014.060973

119.

Therrien

W. J.

(2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252–261. doi:10.1177/07419325040250040801

120.

*Thompson

P. S.

(2015). Scaffolding emergent literacy skills in pre-kindergarten through writing instruction (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3702167)

121.

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2015). Early childhood education intervention report: Shared book reading. Retrieved from http://whatworks.ed.gov

122.

*Vadasy

P. F.

Sanders

E. A.

(2015). Incremental learning of difficult words in story contexts: The role of spelling and pronouncing new vocabulary. Reading & Writing, 28, 371–394. doi:10.1007/s11145-014-9529-9

123.

*Vadasy

P. F.

Sanders

E. A.

Nelson

J. R.

(2015). Effectiveness of supplemental kindergarten vocabulary instruction for English learners: A randomized study of immediate and longer-term effects of two approaches. Journal of Research on Educational Effectiveness, 8, 490–529. doi:10.1080/19345747.2015.1033120

124.

Valdez-Menchaca

M. C.

Whitehurst

G. J.

(1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 1106–1114. doi:10.1037//0012-1649.28.6.1106

125.

Valentine

J. C.

Pigott

T. D.

Rothstein

H. R.

(2010). How many studies do you need? A primer on statistical power for meta-analysis. Journal of Educational and Behavioral Statistics, 35, 215–247. doi:10.3102/1076998609346961

126.

*Vaughn

Linan-Thompson

Mathes

P. G.

Cirino

P. T.

Carlson

C. D.

Pollard-Durodola

S. D.

. . . Francis

D. J.

(2006). Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39, 56–73. doi:10.1177/00222194060390010601

127.

Verhallen

M. J. A. J.

Bus

A. G.

(2009). Video storybook reading as a remedy for vocabulary deficits: Outcomes and processes. Journal for Educational Research Online, 1, 172–196. Retrieved from http://www.j-e-r-o.com/index.php/jero/article/viewFile/66/54

128.

Verhallen

M. J. A. J.

Bus

(2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102, 54–61. doi:10.1037/a0017133

129.

Verhallen

M. J. A. J.

Bus

A. G.

de Jong

M. T.

(2006). The promise of multimedia stories for kindergarten children at risk. Journal of Educational Psychology, 98, 410–419. doi:10.1037/0022-0663.98.2.410

130.

Verhoeven

van Leeuwe

(2012). The simple view of second language reading throughout the primary grades. Reading & Writing, 25, 1805–1818. doi:10.1007/s11145-011-9346-3

131.

*Walizer

B. R.

(2004). The impact of preservice teacher guided reading tutorials on the reading achievement and attitude of second graders (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3155543)

132.

*Walsh

B. A.

Rose

K. K.

Sanchez

Burnham

M. M.

(2012). Exploration of how Spanish and English noneliciting questions affect the novel vocabulary acquisition of Hispanic dual language learners enrolled in Head Start. Early Childhood Education Journal, 39, 383–390. doi:10.1007/s10643-011-0483-8

133.

Wickham

(2009). ggplot2: Elegant graphics for data analysis (Version 2.2.1) [Computer software]. New York, NY: Springer-Verlag. Retrieved from https://cran.r-project.org/package=ggplot2

134.

*Withrow

A. L.

(2002). The effect of read-alouds with second grade Hispanic students in a small Midwestern community (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3055146)

135.

*Witte

P. G.

(2014). A formative experiment investigating first-grade students’ comprehension of complex text through the use of read alouds (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3639990)

136.

*Wood

Fitton

Petscher

Rodriguez

Sunderman

Lim

(in press). The effect of ebook vocabulary instruction on Spanish-English speaking children. Journal of Speech, Language, and Hearing Research.

137.

Wood Jackson

Schatschneider

Leacox

. (2014). Longitudinal analysis of receptive vocabulary growth in young Spanish English-speaking children from migrant families. Language Speech and Hearing Services in Schools, 45, 40–51. doi:10.1044/2013_lshss-12-0104

138.

*Yang

P. L.

(2015). The impact of story reading and retelling on the oral development of English language learners (Doctoral dissertation). Available from Texas A&M Electronic Theses, Dissertations, and Records of Study (2002–present).

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.26 MB

Shared Book Reading Interventions With English Learners: A Meta-Analysis

Abstract

Keywords

Get full access to this article

References

Supplementary Material