Date of Award
4-2002
Degree Name
Master of Arts
Department
Speech, Language and Hearing Sciences
First Advisor
Dr. Yvette D. Hyter
Second Advisor
Dr. Nickola Nelson
Third Advisor
Adelia VanMeter
Fourth Advisor
Dr. Karen Thomas
Access Setting
Masters Thesis-Campus Only
Abstract
The purpose of this study was to determine if interactive or non-interactive storybook reading styles had an impact on the maturity of the emergent storybook readings produced by the Head Start Children in Kalamazoo County. Specifically, this research study attempted to answer the question: Do Head Start preschoolers who receive interactive storybook reading produce emergent storybook readings that are more mature than those who receive non-interactive storybook reading? Dependent variables used to answer this question were: (a) Sulzby's (1985) holistic classification scheme, (b) holistic rank order, ( c) inclusion of story grammar elements, and (d) inclusion of story content units. It was hypothesized that the classroom that received the interactive reading would produce more mature emergent readings.
Surprisingly, the results of the study indicated that the non-interactive groups produced more mature emergent readings. Significant differences occurred in the proportion of story content the children produced and differences in Sulzby's (1985) holistic analysis and the holistic rank order ratings also approached significance in favor of the non-interactive group. Factors that influenced the results were prior experience with interactive storybook reading, a scoring-treatment mismatch, and the confounding factors of.age and classroom context.
Recommended Citation
Cromwell, Tara W., "The Effects of Adult Reading Style on the Emergent Storybook Readings of Head Start Preschoolers" (2002). Masters Theses. 3449.
https://scholarworks.wmich.edu/masters_theses/3449