The DOI matches its Crossref record; 63 of the 64 references it cites were found in a registry or an index.
A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties
Open accessAbstract
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.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“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
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Statistical Power Analysis for the Behavioral Sciences
Muller, K. E., & Cohen, J. (1989) · Technometrics · doi:10.2307/1270020 · Cited by 99,603
Statistical power analysis for the behavioral sciences
Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,417
Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,421
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,773
Hierarchical Linear Models: Applications and Data Analysis Methods
Davidian, M. (2003) · Journal of the American Statistical Association · doi:10.1198/jasa.2003.s288 · Cited by 13,820
Preventing Reading Difficulties in Young Children
National Research Council (1998) · National Academies Press eBooks · doi:10.17226/6023 · Cited by 5,541
Introducing Multilevel Modeling
Kreft, I., & de Leeuw, J. (1998) · doi:10.4135/9781849209366 · Cited by 2,997
Hart, A. W. (1999) · Educational Management & Administration · doi:10.1177/0263211x990273008 · Cited by 2,376
Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995) · Review of Educational Research · doi:10.3102/00346543065001001 · Cited by 2,063
National Center for Educational Statistics
Culpepper, J. C. (2007) · Reference Reviews · doi:10.1108/09504120710838778 · Cited by 2,039
Synthesizing Research: A Guide for Literature Reviews
Cooper, H. (1998) · Cited by 1,285
Handbook of early literacy research
(2002) · Choice Reviews Online · doi:10.5860/choice.39-2923 · Cited by 1,123
Handbook of early literacy research
Neuman, S. B., & Dickinson, D. K. (2002) · Cited by 1,083
A picture book reading intervention in day care and home for children from low-income families.
Whitehurst, G. J. “., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994) · Developmental Psychology · doi:10.1037/0012-1649.30.5.679 · Cited by 1,053
On the Efficacy of Reading to Preschoolers
Scarborough, H. S., & Dobrich, W. (1994) · Developmental Review · doi:10.1006/drev.1994.1010 · Cited by 993
A Hierarchical Model for Studying School Effects
Raudenbush, S. W., & Bryk, A. S. (1986) · Sociology of Education · doi:10.2307/2112482 · Cited by 812
Hargrave, A. C., & Sénéchal, M. (2000) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(99)00038-1 · Cited by 758
Lonigan, C. J., & Whitehurst, G. J. (1998) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(99)80038-6 · Cited by 702
Wasik, B. A., & Bond, M. A. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.2.243 · Cited by 691
The effects of a language and literacy intervention on Head Start children and teachers.
Wasik, B. A., Bond, M. A., & Hindman, A. H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.63 · Cited by 677
Early Childhood Research Quarterly
(1989) · Early Childhood Research Quarterly · doi:10.1016/0885-2006(89)90009-4 · Cited by 675
Dickinson, D. K., & Smith, M. W. (1994) · Reading Research Quarterly · doi:10.2307/747807 · Cited by 665
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009) · Review of Educational Research · doi:10.3102/0034654309332561 · Cited by 635 · cited 1×
“Finally, previous syntheses have focused on limited interventions (e.g., Bus et al., 1995, focused on frequency of book reading) or limited outcomes (e.g., Mol et al., 2009, focused on vocabulary and print knowledge).”
BackgroundHandbook of language and literacy : development and disorders
Stone, C. A. (2014) · Guilford Press eBooks · Cited by 553
Vocabulary Acquisition: Implications for Reading Comprehension.
Wagner, R. K., Muse, A. E., & Tannenbaum, K. R. (2006) · Cited by 508
Learning New Words From Storybooks
Justice, L. M., Meier, J. D., & Walpole, S. (2005) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2005/003 · Cited by 404
Use of Storybook Reading to Increase Print Awareness in At-Risk Children
Justice, L. M., & Ezell, H. K. (2002) · American Journal of Speech-Language Pathology · doi:10.1044/1058-0360(2002/003 · Cited by 362
Coyne, M. D., McCoach, D. B., & Kapp, S. (2007) · Learning Disability Quarterly · doi:10.2307/30035543 · Cited by 315
Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD
Kim, A.-H., Vaughn, S. R., Wanzek, J., & Wei, S. (2004) · Journal of Learning Disabilities · doi:10.1177/00222194040370020201 · Cited by 292
Self-citationTeaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects
Coyne, M. D., Simmons, D. C., Kameenui, E. J., & Stoolmiller, M. (2004) · Exceptionality · doi:10.1207/s15327035ex1203_3 · Cited by 279
The promise of multimedia stories for kindergarten children at risk.
Verhallen, M. J. A. J., Bus, A. G., & de Jong, M. T. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.2.410 · Cited by 277
Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers
Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999) · Journal of Early Intervention · doi:10.1177/105381519902200406 · Cited by 246
McCoach, D. B., O'Connell, A. A., Reis, S. M., & Levitt, H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.14 · Cited by 213
Korat, O., & Shamir, A. (2007) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00213.x · Cited by 205
Aram, D., & Besser‐Biron, S. (2004) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2004.10.003 · Cited by 201
Young Children's Responses to One-to-One Story Readings in School Settings
Morrow, L. M. (1988) · Reading Research Quarterly · doi:10.2307/747906 · Cited by 182
Daly, E. J., & Martens, B. K. (1994) · Journal of Applied Behavior Analysis · doi:10.1901/jaba.1994.27-459 · Cited by 182
Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity
Raudenbush, S. W. (2005) · Educational Researcher · doi:10.3102/0013189x034005025 · Cited by 170
(2018) · The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation · doi:10.4135/9781506326139.n349 · Cited by 158
The effects of adding metacognitive language to story texts
PESKIN, J. R., & Astington, J. W. (2004) · Cognitive Development · doi:10.1016/j.cogdev.2004.01.003 · Cited by 156
Revisiting field experimentation: Field notes for the future.
Shadish, W. R. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.1.3 · Cited by 154
Reading to Preschoolers Exposed: Is the Emperor Really Naked?
Lonigan, C. J. (1994) · Developmental Review · doi:10.1006/drev.1994.1011 · Cited by 148
Assessment and Early Instruction of Preschool Children at Risk for Reading Disability.
Hindson, B. A., Byrne, B., Fielding‐Barnsley, R., Newman, C., Hine, D. W., & Shankweiler, D. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.4.687 · Cited by 136
Why Reading Is Not a Natural Process.
Lyon, G. R. (1998) · Educational leadership · Cited by 124
Improving narrative skills in young children with delayed language development
Davies, P., Shanks, B., & Davies, K. (2004) · Educational Review · doi:10.1080/0013191042000201181 · Cited by 102
Social Skills Interventions for Young Children with Disabilities
Vaughn, S. R., Kim, A.-H., Sloan, C. V. M., Hughes, M. T., Elbaum, B. E., & Sridhar, D. (2003) · Remedial and Special Education · doi:10.1177/074193250302400101 · Cited by 99
Self-citationLANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION
Catts, H. W. (2003) · Reading Psychology · doi:10.1080/02702710390227314 · Cited by 97
An investigation into teaching phonemic awareness through shared reading and writing
Ukrainetz, T. A., Cooney, M. H., Dyer, S. K., Kysar, A. J., & Harris, T. J. (2000) · Early Childhood Research Quarterly · doi:10.1016/s0885-2006(00)00070-3 · Cited by 96
Purcell‐Gates, V., McIntyre, E., & Freppon, P. A. (1995) · American Educational Research Journal · doi:10.2307/1163327 · Cited by 83
Karweit, N. L., & Wasik, B. A. (1996) · Journal of Education for Students Placed at Risk (JESPAR) · doi:10.1207/s15327671espr0104_4 · Cited by 76
Learning Words From Books: The Effects of Read-Aloud on Second Language Vocabulary Acquisition
Ulanoff, S. H., & Pucci, S. L. (1999) · Bilingual Research Journal · doi:10.1080/15235882.1999.10162743 · Cited by 75
Morrow, L. M. (1984) · Journal of Reading Behavior · doi:10.1080/10862968409547521 · Cited by 66
Boykin, A. W., & Cunningham, R. T. (2001) · The Journal of Negro Education · Cited by 65
Reading to Young Children in Educational Settings: A Meta‐Analysis of Recent Research
Blok, H. (1999) · Language Learning · doi:10.1111/0023-8333.00091 · Cited by 53
Children, Storybooks and Computers.
Talley, S. A., Lancy, D. F., & Lee, T. R. (1997) · ScholarWorks - WMU (Western Michigan University) · Cited by 39
Choice of Romantic, Violent, and Scary Fairy-Tale Books by Preschool Girls and Boys.
Collins-Standley, T. (1996) · Child study journal · Cited by 39
Oral Reading Instruction: The Impact on Student Reading Development
Reutzel, D. R., Hollingsworth, P. M., & Eldredge, J. L. (1994) · Reading Research Quarterly · doi:10.2307/747737 · Cited by 33
The Condition of Education 2004
(2004) · PsycEXTRA Dataset · doi:10.1037/e492142006-012 · Cited by 33
Random Assignment in Program Evaluation and Intervention Research Questions and AnswersPreprint
Myers, D., & Dynarski, M. (2003) · RePEc: Research Papers in Economics · Cited by 23
Use of cloze and contrast word procedures in repeated storybook reading: targeting multiple domains
Bellon-Harn, M. L., Hoffman, P. R., & Harn, W. E. (2003) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2003.07.001 · Cited by 22
Language facilitation through stories: recasting and modelling
Pemberton, E. F., & Watkins, R. V. (1987) · First Language · doi:10.1177/014272378700701905 · Cited by 21
Modeling the Reading Process with Enlarged Texts.
Combs, M. (1987) · The Reading Teacher · Cited by 14
Development of Listening Skills in Students in Special Education Settings
Bygrave, P. L. (1994) · International Journal of Disability Development and Education · doi:10.1080/0156655940410105 · Cited by 7
Research works printed but not linked: 11
- Boykin, A.W., 2001, American children. Journal of Negro Education, 70, 72
- Collins-Stanley, T., 1996, Child Study Journal, 26, 279
- Combs, M., 1987, The Reading Teacher, 40, 422
- Ezell, H.K., 2005, Shared storybook reading: Building young children’s language and emergent literacy skills
- Gambrell, L., 2009, Reading motivation: What the research says
- Institute of Education Sciences., 2003, What Works Clearing-house study review standards
- National Early Literacy Panel., 2008, Developing early literacy: Report of the National Early Literacy Panel
- National Early Literacy Panel., 2009, Developing early literacy: Report of the National Early Literacy Panel
- 10.3102/00028312032003659 · DOI
- Talley, S., 1997, Reading Horizons, 38, 116
- Wasik, B.H. & Hendrickson, J.S. (2004). Family literacy practices . In C. A. Stone, E. R. Silliman, B., Ehren, J. & Apel, K. (Eds.), Handbook of language and literacy development and disorders (pp. 154-174). New York, NY: Guilford.
Cited by
Sorted by citations
School Readiness and Self-Regulation: A Developmental Psychobiological Approach
Blair, C., & Raver, C. C. (2015) · Annual Review of Psychology · doi:10.1146/annurev-psych-010814-015221 · Cited by 1,240
Once Upon a Time: Parent–Child Dialogue and Storybook Reading in the Electronic Era
Parish‐Morris, J., Mahajan, N., Hirsh‐Pasek, K., Golinkoff, R. M., & Collins, M. F. (2013) · Mind Brain and Education · doi:10.1111/mbe.12028 · Cited by 335
Home reading environment and brain activation in preschool children listening to stories
Hutton, J. S., Horowitz-Kraus, T., Mendelsohn, A. L., DeWitt, T., Holland, S. K., & the C-MIND Authorship Consortium (2015) · Pediatrics · doi:10.1542/peds.2015-0359 · Cited by 189
The Science of Reading Comprehension Instruction
Duke, N. K., Ward, A. E., & Pearson, P. D. (2021) · The Reading Teacher · doi:10.1002/trtr.1993 · Cited by 397
Gonzalez, J. E., Pollard-Durodola, S. D., Simmons, D., Taylor, A. B., Davis, M. J., Fogarty, M., & Simmons, L. (2014) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2013.11.001 · Cited by 139
Metadata
- 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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
