OBSERVATIONAL LEARNING DURING SHARED BOOK READING: THE EFFECTS ON PRESCHOOLERS' ATTENTION TO PRINT AND LETTER KNOWLEDGE

Abstract

This study investigated the effects of observational learning on preschoolers' use of a questioning technique, attention to print, and knowledge of the alphabet. Preschoolers who observed a model ask questions asked more questions during a shared book episode than did children who did not observe a model ask questions. Children who observed a model ask questions about the letters made more letter-related comments than did children who did not observe a model ask questions about the letters. However, children who made print-related comments did not learn more letters than children who did not make print-related comments.

This article is based on a dissertation submitted in partial completion of the requirements for a doctoral degree at City University of New York, Graduate School and University Center. I would like to thank Barry J. Zimmerman, Linnea Ehri and Shirley Feldmann for their help and feedback during the completion of this research and Stephen Pape, Evelyn O'Connor and C. T. Patrick Diamond for comments on drafts of this paper. This research was supported by the Jeanne S. Chall Research Fellowship by International Reading Association.

Notes

^a Maximum = 10. F = Female; M = Male.

∗p < .02

^∗∗ p < .001.

^†Maximum = 10. F = Female; M = Male; L = Left; R = Right.