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Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Emergent literacy consists of the skills, knowledge, and attitudes that are developmental precursors to reading and writing. This article offers a preliminary typology of children's emergent literacy skills, a review of the evidence that relates emergent literacy to reading, and a review of the evidence for linkage between children's emergent literacy environments and the development of emergent literacy skills. We propose that emergent literacy consists of at least two distinct domains: inside-out skills (e.g., phonological awareness, letter knowledge) and outside-in skills (e.g., language, conceptual knowledge). These different domains are not the product of the same experiences and appear to be influential at different points in time during reading acquisition. Whereas outside-in skills are associated with those aspects of children's literacy environments typically measured, little is known about the origins of inside-out skills. Evidence from interventions to enhance emergent literacy suggests that relatively intensive and multifaceted interventions are needed to improve reading achievement maximally. A number of successful preschool interventions for outside-in skills exist, and computer-based tasks designed to teach children inside-out skills seem promising. Future research directions include more sophisticated multidimensional examination of emergent literacy skills and environments, better integration with reading research, and longer-term evaluation of preschool interventions. Policy implications for emergent literacy intervention and reading education are discussed.

Child development and emergent literacy

OBJECTIVE: To review the relationship between literacy and health outcomes DATA SOURCES: We searched MEDLINE, Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resources Information Center (ERIC), Public Affairs Information Service (PAIS), Industrial and Labor Relations Review (ILLR), PsychInfo, and Ageline from 1980 to 2003 STUDY SELECTION: We included observational studies that reported original data, measured literacy with any valid instrument, and measured one or more health outcomes Two abstractors reviewed each study for inclusion and resolved disagreements by discussion DATA EXTRACTION: One reviewer abstracted data from each article into an evidence table; the second reviewer checked each entry The whole study team reconciled disagreements about information in evidence tables Both data extractors independently completed an 11-item quality scale for each article; scores were averaged to give a final measure of article quality DATA SYNTHESIS: We reviewed 3,015 titles and abstracts and pulled 684 articles for full review; 73 articles met inclusion criteria and, of those, 44 addressed the questions of this report Patients with low literacy had poorer health outcomes, including knowledge, intermediate disease markers, measures of morbidity, general health status, and use of health resources Patients with low literacy were generally 15 to 3 times more likely to experience a given poor outcome The average quality of the articles was fair to good Most studies were cross-sectional in design; many failed to address adequately confounding and the use of multiple comparisons CONCLUSIONS: Low literacy is associated with several adverse health outcomes Future research, using more rigorous methods, will better define these relationships and guide developers of new interventions

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Literacy and health outcomes

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary and listening comprehension skills, and that these language skills were directly related to children's reading in grade 3. In contrast, parent involvement in teaching children about reading and writing words was related to the development of early literacy skills. Early literacy skills directly predicted word reading at the end of grade 1 and indirectly predicted reading in grade 3. Word reading at the end of grade 1 predicted reading comprehension in grade 3. Thus, the various pathways that lead to fluent reading have their roots in different aspects of children's early experiences.

Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study

We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral-language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written-language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten (n = 110) and Grade 1 (n = 47). Hierarchical regression analyses that controlled for parents' print exposure and children's age and analytic intelligence showed that storybook exposure explained statistically significant unique variance in children's oral-language skills but not in their written-language skills. In contrast, parent teaching explained statistically significant unique variance in children's written-language skills but not in their oral-language skills. These findings are consistent with the hypothesis that storybook exposure may enhance children's oral-language skills whereas additional support in the form of teaching may be necessary to enhance written-language skills. At the end of Grade 1, children's oral and written language performance accounted for 20% of the variance in word reading, but storybook exposure and parent teaching did not account for additional statistically significant unique variance. These findings suggest that the association between early home literacy experiences and later reading skills may be mediated through children's oral- and written-language skills.

EXAMINAMOS SI la exposicion a libros de cuentos y la cantidad de experiencias de ensenanza de habilidades de lectura y escritura, obtenidas a partir de los informes de padres de clase media, estaban relacionadas con las habilidades de lenguaje oral (vocabulario receptivo, comprension oral y concienca fonologica) y con las habilidades de lenguaje escrito (conceptos sobre la lectura de libros, conocimiento del alfabeto, lectura de palabras CVC y escrituras inventadas). Participaron del estudio ninos de preescolar (n = 110) y 1er. Grado (n = 47). Los analisis de regresion jerarquica, controlando la exposiscion a la lengua escrita de los padres y, la edad de los ninos y la inteligencia analitica, mostraron que la exposicion a libros de cuentos explico una proporcion unica estadisticamente significativa de la variancia en las habilidades de lenguaje oral pero no en las habilidades de lenguaje escrito. Por el contrario, la ensenanza de los padres explico una proporcion unica estadisticamente significativa de la variancia en las habilidades de lenguaje escrito pero no en las habilidades de lenguaje oral. Estos hallazgos son consistentes con la hipotesis de que la exposicion a libros de cuentos puede mejorar las habilidades de lenguaje oral de los ninos, en tanto que puede ser necesario un apoyo adicional en la forma de ensenar para mejorar las habilidades de lenguaje escrito. A fines de 1er. Grado, el desempeno oral y escrito de los ninos dio cuenta del 20% de la variancia en lectura de palabras, pero la exposicion a libros de cuentos y la ensenanza de los padres no explico una proporcion adicional estadisticamente significativa de la variancia. Estos hallazgos sugieren que la asociacion entre las experiencias de alfabetizacion tempranas en el hogar y las habilidades de lectura posteriores pueden estar mediadas por las habilidades de lenguaje oral y escrito de los ninos.

UNTERSUCHTEN, ob der Einflus von Geschichten und die Unterrichtsanzahl beim Vermitteln von Lese- und Schreibfertigkeiten, wie von Eltern der Mittelschicht berichtet, in einer Beziehung mit den mundlichen Sprachfertigkeiten (rezeptiver Wortschatz, Horverstandnis und phonemische Aufnahmefahigkeit) standen, und verglichen sprachliche Schreibfertigkeiten (Konzepte zum Buchlesen, Kenntnis des Alphabets, Lesen von CVC [Consonant-Vowel-Consonant bzw. Konsonant-Vokal-Konsonant] Worten und ersonnenes Buchstabieren) von Kindern im Kindergarten (n = 110) und in der 1. Klasse (n = 47). Hierarchische Regressionsanalysen zur kontrollierten Bemessung des elterlichen Aufwands an Druckmaterial, dem Alter der Kinder und deren analytischer Intelligenz zeigten, das der Bucheinflus von Geschichten statistisch eine deutliche, ausgepragte Abweichung bei der Bemessung der mundlichen Sprachfahigkeiten bei diesen Kindern aufweist, jedoch nicht bei deren Schreibfahigkeiten. Im Widerspruch dazu ergab elterlicher Unterricht statistisch wesentliche Abweichungen bei den Schreibfertigkeiten der Kinder, jedoch nicht bei deren mundlichen Sprachfahigkeiten. Diese Erkenntnisse befinden sich im Einklang mit der Hypothese, das das Anbieten bzw. Lesen von Geschichten aus Buchern mundliche Sprachfertigkeiten steigern kann, wobei zusatzliche Unterstutzung in Form von Unterricht notig werden konnte, um schriftliche Sprachfahigkeiten zu fordern. Mit Abschlus der 1. Klasse betrug die Veranderung in der mundlichen und schriftlichen Sprachleistung 20% beim Lesen von Worten, jedoch konnte die Heranfuhrung an Geschichten aus Buchern und der elterliche Unterricht statistisch nicht mehr als besonders herausragende Abweichung nachgewiesen werden. Diese Befunde lassen vermuten, das die Verbindung zwischen fruhzeitigen Sprachausbildungserfahrungen zu Hause und spateren Leseleistungen durch erworbene mundliche und schriftliche Sprachfertigkeiten der Kinder vermittelt wird.

NOUS AVONS examine si l'exposition a la lecture de livres de jeunesse et la place faite a l'enseignement de la lecture et de l'ecriture, tels que rapportes par des parents de classe moyenne, sont lies aux competences en langue parlee (vocabulaire passif, comprehension du discours, et conscience phonemique) et ecrite (representation de la lecture de livres, connaissance de l'alphabet, lecture de mots CVC, et ecriture inventee) chez des enfants de maternelle (n =110) et de premiere annee (n = 47). Des analyses de regression hierarchique controlant l'exposition a l'ecrit par les parents, l'âge de l'enfant et l'intelligence analytique ont montre que l'exposition a la lecture de livres de jeunesse rend compte d'une variation statistiquement significative des competences en langue parlee des enfants, mais pas de leurs competences en langue ecrite. Par contre, l'enseignement effectue par les parents rend compte d'une variation statistiquement significative des competences en langue ecrite des enfants, mais non de leurs competences en langue parlee. Ces resultats sont en harmonie avec l'hypothese que l'exposition a la lecture de livres de jeunesse permet d'ameliorer les competences des enfants en langue parlee, tandis qu'un apport supplementaire sous forme d'enseignement peut s'averer necessaire pour ameliorer leurs competences en langue ecrite. En fin de premiere annee, la connaissance qu'ont les enfants du langage oral et ecrit rend compte de 20% de la variance en lecture de livres, alors que l'exposition a la lecture de livres de jeunesse et l'enseignement effectue par les parents n'apportent pas de contribution supplementaire a la variance. Ces resultats suggerent qu'il est possible que l'association entre les experiences initiales de lecture-ecriture a la maison et les competences ulterieures en lecture-ecriture soient mediatisees par les competences des enfants en langue orale et ecrite.

Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language

A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading

This study examines the longitudinal relations among early literacy experiences at home and children's kindergarten literacy skills, Grade 1 word reading and spelling skills, and Grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Ninety French-speaking children were tested at the end of kindergarten and Grade 1, and 65 were followed until the end of Grade 4. Parents reported in kindergarten that storybook reading occurred frequently and that they sometimes taught their child to read words. The results of hierarchical regression analyses that controlled for parent education as well as concurrent and longitudinal relations among literacy behaviors reveal that parent teaching about literacy in kindergarten directly predicted kindergarten alphabet knowledge and Grade 4 reading fluency, whereas storybook exposure directly predicted kindergarten vocabulary and the frequency with which children reported reading for pleasure in Grade 4. Moreover, storybook exposure predicted Grade 4 readi...

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Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure.

The present study was conducted to assess the effect of didactic techniques used during storybook reading on young children's acquisition of new vocabulary introduced in storybooks. Thirty children for each group of three- and four-year-old children were read one storybook individually. The study included three storybook reading conditions: single-reading, repeated-reading and questioning. In both the repeated-reading and the questioning conditions, the storybook was read three times. Children in the questioning condition were asked, during each reading of the storybook, to label target items with the novel words. Listening to multiple readings of a storybook facilitated children's acquisition of expressive and receptive vocabulary, whereas answering questions during the multiple readings was more helpful to the acquisition of expressive than receptive vocabulary. These findings suggest that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0305000996003005

Monique Sénéchal

Papers

Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study

Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language

A book reading intervention with preschool children who have limited vocabularies: the benefits of regular reading and dialogic reading

Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure.

The Differential Effect of Storybook Reading on Preschoolers' Acquisition of Expressive and Receptive Vocabulary.