Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination

By Dorit Aram. 2006

106 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c2821a7081085399b0b1233eeec060710cbc466a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Dorit Aram
2. A. Bus
3. Ofra Korat
4. Suzanne E. Mol
5. Ora Segal-Drori
6. P. Klein
7. I. Levin
8. Mary Ann Evans

In Education

1. Dorit Aram
2. A. Bus
3. Ofra Korat
4. Suzanne E. Mol
5. P. Klein
6. Ora Segal-Drori
7. I. Levin
8. J. Pentimonti

Citations in the corpus

• Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature (2015, background): “Four studies examined systematic letter writing activities including naming, identifying, and writing letters (Aram, 2006; Aram & Biron, 2004; Lonigan, Farver, Phillips, & Clancy-Menchetti, 2011; Neumann, Hood, & Ford, 2013).”
• Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “cohorts as well as the integration within the regular curriculum will widen the scope of the intervention (Aram, 2006).”
• Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children (2005, background): “…the sounds of several letters, as in the case of Hebrew, where all letter names start with the sounds that the letters stand for (in their role as consonants) (Levin & Aram, 2004), this may help them understand the underlying alphabetic principle of writing: the mapping of graphemes onto phonemes.”
• What are Preschool Teachers Reading in Their Classrooms? (2011, background): “…low volume of read-alouds in preschool classrooms is troubling given a large body of work demonstrating the positive effects of frequent read-aloud experiences for preschoolers’ language and literacy development (Aram, 2006; Aram & Biron, 2004; Karweit, 1989; Morrow, 1988; Whitehurst et al., 1994).”
• Reading electronic and printed books with and without adult instruction: effects on emergent reading (2010, background): “Reading the same book repeatedly to young children was found to support their oral language abilities and their emergent literacy knowledge (e.g., CAP, orthographic knowledge; Aram, 2006; Aram & Biron, 2004 ;S e´ne ´chal, 1997; Whitehurst, et al., 1999).”
• Preschoolers' Attention to Print During Shared Book Reading (2008, background): “It might be noted that Aram (2006), in a study with lower socioeconomic status children ages 3 to 5, also found that storybook intervention resulted in improved letter knowledge only in the older children.”
• Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills (2008, unknown): “…shared reading and children’s vocabulary (Frijters, Barron, & Brunello, 2000; Raikes et al., 2006; Sénéchal, 2006; Sénéchal & LeFevre, 2002), although not all studies have reported a statistically significant relation (Aram, 2006; Deckner, Adamson, & Bakeman, 2006; Weigel, Martin, & Bennett, 2006).”