The purpose of this study was to investigate if there is an additive benefit in training Emergent Literacy (EL) skills with typically developing preschoolers using a combined intervention approach, Dialogic Reading (DR) plus classroom Phonological Awareness (CL), than a single intervention approach providing only DR training.
The study consisted of 8 preschoolers (5 DR+CL, 3 DR). The classroom PA training was conducted 3 times a week for 5 weeks for 20 minutes, using play-based activities. The DR training programs were held once a week for 5 weeks for 90 minutes teaching strategies that could be used in the home environment.
The combined treatment group, DR + CL, demonstrated significant gains in pre-post performance on one of the pre-literacy test measures. The DR group alone demonstrated a pre-post difference that approached significance on one of the pre-literacy measures. No significant differences were obtained between the groups on the other test measures.
","abstract_html":"<p>The purpose of this study was to investigate if there is an additive benefit in training Emergent Literacy (EL) skills with typically developing preschoolers using a combined intervention approach, Dialogic Reading (DR) plus classroom Phonological Awareness (CL), than a single intervention approach providing only DR training.</p><p>The study consisted of 8 preschoolers (5 DR+CL, 3 DR). The classroom PA training was conducted 3 times a week for 5 weeks for 20 minutes, using play-based activities. The DR training programs were held once a week for 5 weeks for 90 minutes teaching strategies that could be used in the home environment.</p><p>The combined treatment group, DR + CL, demonstrated significant gains in pre-post performance on one of the pre-literacy test measures. The DR group alone demonstrated a pre-post difference that approached significance on one of the pre-literacy measures. No significant differences were obtained between the groups on the other test measures.</p>","abstract_has_math":false,"creators":["Wilhjelm, Karen Nicole"],"institution":null,"degree_name":"MS (Master of Science)","degree_level":"Thesis - unrestricted","degree_discipline":"Communicative Disorders","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2004,"date_issued":"2004-05-01T07:00:00Z","date_published":"2004-05-01T07:00:00Z","updated_at":"2026-07-24T02:19:28Z","subjects":["Dialogic Reading","Phonological Awareness","Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/861","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Wilhjelm, Karen Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2004-05-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communicative Disorders"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS (Master of Science)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Dialogic Reading","Phonological Awareness","Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/2018/viewcontent/WiljelmK040704f.pdf","https://dc.etsu.edu/etd/861"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate if there is an additive benefit in training Emergent Literacy (EL) skills with typically developing preschoolers using a combined intervention approach, Dialogic Reading (DR) plus classroom Phonological Awareness (CL), than a single intervention approach providing only DR training.
The study consisted of 8 preschoolers (5 DR+CL, 3 DR). The classroom PA training was conducted 3 times a week for 5 weeks for 20 minutes, using play-based activities. The DR training programs were held once a week for 5 weeks for 90 minutes teaching strategies that could be used in the home environment.
The combined treatment group, DR + CL, demonstrated significant gains in pre-post performance on one of the pre-literacy test measures. The DR group alone demonstrated a pre-post difference that approached significance on one of the pre-literacy measures. No significant differences were obtained between the groups on the other test measures.
"]},{"key":"dc:title","label":"Title","values":["Contexts for Facilitating Emergent Literacy in Typically Developing Preschoolers."]}]}],"canonical_facts":{"dc:creator":["Wilhjelm, Karen Nicole"],"dc:date.issued":["2004-05-01T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate if there is an additive benefit in training Emergent Literacy (EL) skills with typically developing preschoolers using a combined intervention approach, Dialogic Reading (DR) plus classroom Phonological Awareness (CL), than a single intervention approach providing only DR training.
The study consisted of 8 preschoolers (5 DR+CL, 3 DR). The classroom PA training was conducted 3 times a week for 5 weeks for 20 minutes, using play-based activities. The DR training programs were held once a week for 5 weeks for 90 minutes teaching strategies that could be used in the home environment.
The combined treatment group, DR + CL, demonstrated significant gains in pre-post performance on one of the pre-literacy test measures. The DR group alone demonstrated a pre-post difference that approached significance on one of the pre-literacy measures. No significant differences were obtained between the groups on the other test measures.
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/2018/viewcontent/WiljelmK040704f.pdf","https://dc.etsu.edu/etd/861"],"dc:rights":["Copyright by the authors."],"dc:subject":["Dialogic Reading","Phonological Awareness","Communication Sciences and Disorders","Medicine and Health Sciences","Speech and Hearing Science"],"dc:title":["Contexts for Facilitating Emergent Literacy in Typically Developing Preschoolers."],"thesis:degree_discipline":["Communicative Disorders"],"thesis:degree_level":["Thesis - unrestricted"],"thesis:degree_name":["MS (Master of Science)"]},"updated_at":"2026-07-24T02:19:28Z"}