The Effectiveness of Explicit Storybook Comprehension Instruction for Improving Preschool Children’s Narrative Comprehension Skills

While shared book reading has often been used to foster children’s language and literacy development (Pentimonti, Justice, & Piasta, 2013), there is limited research concerning specific instructional strategies that can be embedded during shared book reading to facilitate children’s story comprehension abilities. To close this gap, the present study examined the effectiveness of implementing explicit storybook comprehension instruction in a single-case study with seven preschool-age participants. Using a combined repeated acquisition and multiple-baseline design (e.g., Kennedy, 2005), the study assessed narrative comprehension growth via mastery monitoring and progress monitoring measures (i.e., Assessment of Comprehension and Preschool Early Literacy Indicators). All seven participants demonstrated comprehension growth as a result of the intervention. Large effect sizes were found. Implications for employing a Tier 2 supplemental comprehension intervention within a Multi-Tiered System of Support are discussed.

Grantor dc:publisher

University of Kansas

Year dc:date.issued

2015

Author dc:creator

• Chan, Ruby

Advisor dc:contributor.advisor

• Carta, Judith J

• Special education
• MTSS/RTI
• narrative comprehension
• shared reading
• Story comprehension
• Tier 2

Statement dc:rights

• Copyright held by the author.

Language dc:language.iso

en

Dc Identifier Other

http://dissertations.umi.com/ku:14026

OAI identifier oai:identifier

oai:kuscholarworks.ku.edu:1808/19503