Martine van der Pluijm

40 Chapter 2 TABLE 2.1: Continued No. Reference Design n = Age child Type intervention Duration Education level % Language minorities % Bilingual Posttest Sign. Effects Effect size if sign. 21 Sim et al. (2014) Exp 1: story reading, Exp 2: story reading and print 1 con RA 80 4-6 Shared reading/ SR 8 weeks 91% >HS 9% HS and less 79% Caucasian 19% Asian 3% other N Standardized test 1. productive vocabulary 2. receptive vocabulary 3. rhyme Delayed posttests (3 months later) 4. productive vocabulary 5. receptive vocabulary 6. rhyme exp1, exp2>con exp1, exp2 >con exp1, exp2: d =0.20 exp1, exp2: d =0.28 22 St Clair et al. (2006) and (2012) 1 exp 1 con NRA 29 3-5 Other home activities 1 year 100% < and less HS** 97% Hispanic Y Standardized test L2 1. receptive vocabulary 2. verbal reasoning Delayed posttest 6 years later: 3. state reading assessment score exp>con exp>con 23 Strouse (2011) Exp 1: dialogic questioning, Exp 2: directed attention, Exp 3: actress 1 con RA 81 3-4 Other home activities 4 weeks 100% > HS 6% African and Hispanic N Standardized language test 1. productive vocabulary Curriculum dependent test 2. story comprehension 3. story specific exp1, exp2 >exp3, con exp1, exp3 >exp2, con exp1, exp3 >exp2, con 24 Sundman- Wheat (2012) 1 exp 1 con NRA 26 4-5 Other home activities 9 weeks 67% > HS 31% HS and less 58% African 23% Hispanic N Preschool early literacy assessment L2 1. vocabulary L2 2. phonemic awareness exp>con exp>con 25 Sylva et al. (2008) 1 exp 1 con RA 112 5-6 Other home activities 1 year 64% >HS 36% HS and less 34% NR N Standardized test L2 1. receptive language 2. phonemic awareness 26 Tardáguila- Harth (2007) 1 exp 4 4-7 Shared reading DR NR 100% HS and less 100% Hispanic Y Amount of language L1 1. oral language production Delayed posttest 2. oral language production posttest growth growth