The Impact of the Raising A Reader Program on Family Literacy Practices and Receptive Vocabulary of Children in Pre-Kindergarten
Document Type
Article
Publication Date
9-11-2015
Abstract
This research explored the effectiveness of the Raising A Reader (RAR) program on improving children’s receptive vocabulary and improving parents’ support of reading activities in the home. A total of 148 children in twelve pre-K classrooms were involved in this research study. In addition, parent surveys were conducted to determine if RAR improved parents’ support of reading activities in the home. Receptive vocabulary was assessed using the Peabody Picture Vocabulary Test. The RAR is an evidence-based program that is designed to encourage parents to read to their children. High quality books were provided to pre-kindergarten classrooms and books were distributed to children weekly for 12 weeks. The purpose of the study was to determine the impact of RAR on: family reading behavior, family visits to the library, and receptive vocabulary of participating children. Findings show significant improvements in reading routines, quality of visits to the library, and significant gains in receptive vocabulary.
Recommended Citation
Chao, Shirley L.; Mattocks, Gena; Birden, Amber; and Manarino-Leggett, Priscilla, "The Impact of the Raising A Reader Program on Family Literacy Practices and Receptive Vocabulary of Children in Pre-Kindergarten" (2015). College of Health, Science, and Technology. 182.
https://digitalcommons.uncfsu.edu/college_health_science_technology/182