A PICTURE BOOK READING INTERVENTION IN DAY-CARE AND HOME FOR CHILDRENFROM LOW-INCOME FAMILIES

The effects of an interactive book reading program were assessed with children from low-income families who attended subsidized day-care cen ters in New York. The children entered the program with language devel opment in standard English vocabulary and expression that was about 10 months behind chronological age on standardized tests. Children were pretested and assigned randomly within classrooms to 1 of 3 conditions : (a) a school plus home condition in which the children were read to by their teachers and their parents, (b) a school condition in which c hildren were read to only by teachers, and (c) a control condition in which children engaged in play activities under the supervision of the ir teachers. Training of adult readers was based on a self-instruction al video. The intervention lasted for 6 weeks, at which point children were posttested on several standardized measures of language ability that had been used as pretests. These assessments were repeated at a 6 -month follow-up. Educationally and statistically significant effects of the reading intervention were obtained at posttest and follow-up on measures of expressive vocabulary.