Shared Reading & Storybooks: What's Up with That‪?‬ Kindergarten Ready: What Really Matters in Child Development

On this episode of Kindergarten Ready: What Really Matters (#11!) we shift gears once again and do a deep-dive into research methods for studying just what shared (storybook) reading does to a child’s developing oral language and emergent literacy.
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References this week all come from the lab of Monique Sénéchal at Carleton University, Ottawa, Canada.
Sénéchal, M., & LeFevre, J. (2002). Parental involvement in the development of children’s reading skill: A 5-year longitudinal study. Child Development, 73, 445-460.
Sénéchal, M., LeFevre, J.-A., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96-116.
Sénéchal, M. (1997). The differential effect of storybook reading on preschooler’s expressive and receptive vocabulary acquisition. Journal of Child Language, 24, 123-138.
Sénéchal, M., & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. Reading Research Quarterly, 28, 360-374.
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As always, please feel free to reach out with comments, suggestions, and maybe sound clips of your kids even! Can’t promise I’ll always reply promptly, but I’ll try....
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