Joint storybook reading and joint writing interventions among low SES preschoolers: differential contributions to early literacy

By Dorit Aram, Shira Biron. 2004

235 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e3b0d35a353b3d13ad4608a395d1e116f7a3426e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school (2005, background): “In previous studies, I found that adult-child joint writing activities at home (Aram & Levin, 2002) and in preschool (Aram & Biron, 2004) are good predictors of early literacy skill and literacy achievements in school (Aram & Levin, 2004).”
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “…several studies, interactive book reading was accompanied by kits with materials that focused on book-related vocabulary, games with rhyme or letters, and painting or dramatizing the stories (Aram, 2006; Aram & Biron, 2004; Droop et al., 2005; Karweit, 1989; Wasik & Bond, 2001; Wasik et al., 2006).”
Mother–child joint writing and storybook reading and their effects on kindergartners’ literacy: an intervention study (2012, background): “Results of the current study are in line with the findings of Aram and Biron (2004) .”
Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, background): “This Study’s Design and Expectations The present study elaborated on a previous work by Aram and Biron (2004), which compared two literacy programs, one focusing on storybook reading and the other on alphabetic skills.”
The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study (2009, background): “Recently, joint writing activities have also been found to be more effective than storybook reading in facilitating the development of emergent literacy skills in young children (Aram & Biron, 2004; Ritchey, 2008).”
What are Preschool Teachers Reading in Their Classrooms? (2011, background): “…development of preschool children, particularly those attending needbased programs that serve students who may have limited home literacy experiences (Aram & Biron, 2004; Justice & Ezell, 2002; van Kleeck, Vander Woude, & Hammett, 2006; Whitehurst et al., 1999; Zevenbergen & Whitehurst, 2003).”
Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature (2015, background): “Aram and Biron (2004) included three groups in their study: a joint writing program, a joint reading program, and a control group.”
Home Grown for Reading: Parental Contributions to Young Children's Emergent Literacy and Word Recognition (2008, background): “Aram and Biron (2004) showed that joint writing interventions with children ages 3 to 5 years were more effective than joint reading interventions in fostering a variety of print specific knowledge including letter knowledge, orthographic awareness, and word writing.”
The Impact of Family Involvement on the Education of Children Ages 3 to 8: A Focus on Literacy and Math Achievement Outcomes and Social-Emotional Skills. (2013, methodology): “Three studies were interventions, including one meta-analysis of many intervention and nonintervention studies of involvement at school from preschool through high school (Jeynes, 2012); another meta-analysis of randomized studies of parental volunteers from preschool through eighth grade (Ritter, B”