Book access, shared reading, and audio models: The effects of supporting the literacy learning of linguistically diverse students in school and at home

Sixteen teachers and their 162 first-grade students participated in this st udy to explore the impact of book-rich classroom environments and home rere ading, with and without an audio model, on reading motivation, comprehensio n, and fluency. Classrooms with both students who speak English as a second language and native English-speaking students were in 1 of 4 conditions: b ook-rich classroom environment, book-rich classroom environment and daily r ereading of books at home, book-rich classroom environment and daily reread ing of books with audiotapes at home, and unmodified reading instruction at school. There was enhanced comprehension for book-rich classrooms, both wi th and without a home component. Furthermore, home-based rereading increase d students' reading motivation and promoted parental involvement. Use of au dio models provided particular benefits for students learning to speak Engl ish.