https://orcid.org/0000-0002-0333-9259
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ABSTRACT
The purpose of this pilot study was to explore whether exposing pre-readers to an unfamiliar event in a brief, play-based, session would enhance comprehension of a story based on that event. Twenty-four typically developing participants (9 males; 15 females), aged 30–51 months (M = 39.13, SD = 6.02) were randomly assigned to free-play and event-exposure groups. Comprehension of story content increased in both groups over time; however, a group by time interaction indicated that the increase was greatest in the event-exposure group. Children in that group also improved in their ability to generate a goal-action inference. Findings support the important contribution of event knowledge to story comprehension and suggest that brief, play-based, knowledge-boosting sessions may have value as a pre-reading activity in the early education classroom.
Acknowledgements
Elizabeth Skarakis-Doyle provided helpful input on an earlier version of this manuscript. Appreciation is extended to Joselynne Jaques, Melanie Beaudin, Sarah Pifher, Brooke Thornton, and Wenonah Campbell for their assistance with data collection. The contributions of all of the parents and children who participated in this study are gratefully acknowledged.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes on Contributor
Lynn Dempsey is an Associate Professor in the Department of Applied Linguistics, Brock University, in St. Catharines Ontario Canada. She holds a M.Sc. in Communication Sciences and Disorders and a Ph.D. in Rehabilitation Sciences both from Western University. She publishes and presents research in the areas of language development, literacy acquisition and early language assessment and intervention.