A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
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A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined using dialogic reading; repeated reading of stories; story reading with limited questioning before, during, and/or after reading; computer-assisted story reading; and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read-aloud interventions, only a small amount of outcome variance was accounted for by intervention type.
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A meta-analysis of read-aloud interventions found moderate to large effects on multiple aspects of literacy development, including phonological awareness and vocabulary.
“A meta-analysis of read-aloud interventions, of which dialogic reading is an example, found moderate to large effects on multiple aspects of literacy development including phonological awareness and vocabulary (Swanson et al. 2011).”
From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Swanson et al. 2011
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- Authors
- Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K.
- Affiliations
- The University of Texas at Austin (US)
- Florida State University (US)
- Kennesaw State University (US)
- University of Florida (US)
- American Institutes for Research (US)
- Corresponding author
- Swanson, Elizabeth
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2011-04-26
- Volume
- 44
- Issue
- 3
- Pages
- 258-275
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- PMC
- PMC3319370
- OpenAlex
- W2103523745
- Cited by
- 199
- References
- 64
- Citations by year
- 2026: 10 · 2025: 9 · 2024: 10 · 2023: 7 · 2022: 10 · 2021: 17 · 2020: 18 · 2019: 12 · 2018: 33 · 2017: 21 · 2016: 8 · 2015: 14 · 2014: 12 · 2013: 11 · 2012: 7
- FWCI
- 1.88
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Learning Disabilities (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- DigitalCommons - Kennesaw State University (Kennesaw State University) (submittedVersion)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03HD060758, P50HD052120)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- storybook reading, early reading difficulties, at-risk readers, dialogic reading, repeated reading, vocabulary development, phonological awareness, print concepts, reading comprehension, language development
- MeSH terms
- Acoustic Stimulation, Awareness, Child, Child Language, Child, Preschool, Female, Humans, Language Development Disorders, Male, Reading, Vocabulary, Treatment Outcome, Comprehension
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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