Today I am finishing up an intervention critique paper on a study by Laura Justice and her research team. The results are extremely applicable to us as speech pathologists, especially when working with kids who are in the early stages of learning how to read. Here's some of the most valuable information I took away with me after reading the article:
-A print referencing style, implemented by teachers throughout an academic year in group reading sessions, brought significant gains in print concept knowledge, alphabet knowledge, and name writing ability when compared to a control group (that listened to an everyday shared reading style)
-This print referencing style used a set of specific objectives to focus in on book conventions and details
-Examples of objectives:
- Print organization: Where do you begin
reading on this page? What
direction should I read the words in?
- Letters: Point to a word that contains the
first letter of your name. Count
all the letters in this word.
- Words: Point to the longest word on the
page. Find the word ‘cat’!
This study reinforced the importance of doing more with a child than just reading a storybook straight through. Asking questions and creating activities makes the reading interactive, and is more engaging and informative for kids. Teaching children these things young can start a good foundation to help bolster their more complex reading skills in the future. The next time you read a book with a child, I challenge you to use some of these techniques!
No comments:
Post a Comment