Effects of an Intervention in Shared Reading in Early Childhood Education

Silva, Carmen Lucia Martins da; Motta, Márcia Maria Peruzzi Elia da

doi:10.1590/1982-4327e3521

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Developmental Psychology • Paidéia (Ribeirão Preto) 35 • 2025 • https://doi.org/10.1590/1982-4327e3521 linkcopy

Effects of an Intervention in Shared Reading in Early Childhood Education

Efeitos de uma Intervenção em Leitura Compartilhada na Educação Infantil

Efectos de una Intervención en Lectura Compartida en Educación Infantil

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

Shared reading can be defined as an umbrella term that encompasses various forms of reading done by a more proficient reader, usually an adult, and a child. The present study aimed to investigate if an intervention in Early Childhood Education could help in developing emergent literacy skills: phonological awareness, vocabulary and letter knowledge. Thirty children from a public Early Childhood Education school in Niterói, RJ, participated in this research. Children were divided into control and experimental groups, assessed before and after the intervention using Phonological Awareness and Vocabulary tests and a Letter Knowledge task. The results showed significant effects of the intervention for phonological awareness and letter name knowledge. We hope to broaden the scope of research in this field and to help the development of strategies that will be used to contribute to the development of literacy precursor skills.

Keywords:
reading; literacy; vocabulary; phonological awareness; learning

	Control N = 15	Intervention N = 15	Total N = 30
Age (Mean ± Standard deviation)	5.53 ± 0.52	5.40 ± 0.51	5.46 ± 0.51
Female Sex: N (%)	8 (53.3)	8 (53.3)	16 (53.3)
Male Sex: N (%)	7 (46.7)	7 (46.7)	14 (46.7)

Before Reading	During Reading	After Reading
Organize the environment	Create a mental image of what you read	Present the child with a target word from the story (written and accompanied by a picture). Then, ask the child to say another word that has similar initial, final, and medial sounds to the target word
Informal conversation about the purpose of the reading	Seek to expand vocabulary	Ask literal and inferential questions about the text
Activate prior knowledge about the topic	Paraphrase parts of the text	Listen to the children’s responses
Formulating hypotheses based on the title and cover images	Enact parts of the story;	Ask new questions based on children’s responses
Search for contextual clues	Imitate the characters’ voices	Promote child-child interaction
		Compare predictions made with the book’s content
		Discuss what was read
		Recall new words
		Reread the story

	Pre		Post
	Control Group	Intervention Group	Control Group	Intervention Group
	M(SD )	M(SD )	M(SD )	M(SD )
Letter name knowledge	6.46 (1.35)	7.46 (1.35)	6.93 (1.26)	9.93 (1.25)
Alliteration	2.33 (0.30)	2.33 (0.30)	2.47 (0.30)	3.73 (0.28)
Medial Sound	1.80 (0.33)	1.67 (0.33)	1.87 (0.24)	3.27 (0.24)
Rhyming	0.60 (0.31)	0.87 (0.31)	0.46 (0.24)	1.93 (0.24)
Vocabulary	29.9 (0.53)	30.27 (0.53)	30.6 (0.40)	31.4 (0.40)

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Universidade de São Paulo, Faculdade de Filosofia Ciências e Letras de Ribeirão Preto, Programa de Pós-Graduação em Psicologia Av.Bandeirantes 3900 - Monte Alegre, 14040-901 , Tel.: (55 16) 3315-3829 - Ribeirão Preto - SP - Brazil
E-mail: paideia@usp.br

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[1] Note. Data expressed as mean and standard deviation for continuous variables and absolute (N) and relative (%) frequencies for categorical variables.