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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

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Swanson, Elizabeth, Vaughn, Sharon, Wanzek, Jeanne, Petscher, Yaacov, Heckert, Jennifer, Cavanaugh, Christie, Kraft, Guliz, Tackett, Kathryn·2011·Journal of Learning Disabilities

DOI 10.1177/0022219410378444PMC PMC3319370

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Abstract

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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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
ORCID: Swanson, Elizabeth
Vaughn, Sharon
Wanzek, Jeanne
Petscher, Yaacov
Cavanaugh, Christie
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
DOI: 10.1177/0022219410378444
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
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
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

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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

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