Center for Early Literacy Learning

reviews 2012 Volume 5 Number 5

Repeated Book Reading and Preschoolers’

Early Literacy Development
Carol M. Trivette
Andrew Simkus
Carl J. Dunst
Deborah W. Hamby

The effects of repeated book reading on children’s early literacy and language development were examined in a meta-
analysis of 16 studies including 466 child participants. Results indicated that repeated book reading influenced both
story-related vocabulary and story-related comprehension. Findings also showed that the adults’ use of manipulatives
or illustrations related to the story, positive reinforcement of children’s comments, explanation concerning the story
when asked, and open-ended questions to prompt child verbal responses were associated with positive child outcomes.
Implications for practice are described.

Children often ask to have the same story read to them The purpose of this research synthesis was to determine
over and over. Oral story-telling traditions with children the manner in which repeated readings of the same book
are based on the idea that repetition is valuable (Mandler & promote language and early literacy outcomes. A charac-
Johnson, 1977). In the 1980s, studies began to be published teristics-consequences framework was used to conduct the
investigating the impact of repeated reading on the language research synthesis where the focus of analysis was identify-
and early literacy development of young children (e.g., Eller, ing the conditions under which repeated book reading had
Pappas, & Brown, 1988; Elley, 1989). The repeated reading optimal language and early literacy enhancing effects (Dunst
of a picture book or story book by an adult to a child is a fre- & Trivette, 2009; Dunst, Trivette, & Cutspec, 2007). Differ-
quently recommended practice to enhance young children’s ent characteristics of repeated book reading were examined
early language and literacy development ( Justice, Meier, & to isolate which characteristics matter most in terms of un-
Walpole, 2005; Miller, 1998; Penno, Wilkinson, & Moore, derstanding how and in what manner repeated book reading
2002; Thielke, 1997). influences young children’s language and early literacy out-
The use of adult-child book reading to build the vocab- comes (Morrow, 1988).
ulary and story comprehension of young children has been
widely discussed in the literature (e.g., Dickinson & Smith, Search Strategy
1994; Pellegrini, Galda, Jones, & Perlmutter, 1995) and in re-
search reports (e.g., Elley, 1989; Hargrave & Sénéchal, 2000; Studies were located using story retelling or repeated
Justice, 2002; Sénéchal, 1997; Van Deren, 2003). Building story reading or story rereading or repeated reading or repeated
on the theory that repeated exposure to learning content en- practice reading or repeated storybook reading or repeated book
hances understanding and mastery of the content, investiga-
tors found varying degrees of success in enhancing children’s CELLreviews are publications of the Center for
vocabulary through the use of repeated book reading epi- Early Literacy Learning (CELL) funded by the
sodes (Eller et al., 1988; Leung & Pikulski, 1990; Sénéchal, U.S. Department of Education, Office of Special
Thomas, & Monker, 1995). Researchers have also examined Education Programs (Grant #H326B060010).
the role of specific types of adult-child interaction strategies CELL is a collaboration among the Orelena
on the enhancement of children’s language development and Hawks Puckett Institute, the American Institutes
story comprehension (e.g., Bellon, Ogletree, & Harn, 2000; for Research, and the PACER Center. Copy-
right © 2012. Orelena Hawks Puckett Institute.
van Kleeck, Gillam, Hamilton, & McGrath, 1997) during
All rights reserved.
repeated book reading episodes.
reading AND infant or neonate or toddler or preschool* or following three major categories: child engagement, adult
kindergarten as search terms. Both controlled vocabulary and responsiveness, and the use of questions for eliciting child
natural language searches were conducted (Lucas & Cutspec, verbal responses. Table 1 shows how the eight adult features
2007). The search sources included Psychological Abstracts are organized within the three categories and includes the
(PsychInfo), Educational Resource Information Center definitions that were used for coding each of the individual
(ERIC), MEDLINE, CINAHL, Academic, Search Premier, features. The eight features were coded as used or not used in
Education Research Complete, and Dissertation Abstracts the reading episodes for each study. The number of features
International. These were supplemented by Google Scholar, used in a study ranged from 1 to 6 (Mean = 3).
Scirus, and Ingenta searches as well as a search of an EndNote The studies included the following outcome measures:
Library maintained by our Institute. Hand searches of the children’s expressive language (e.g., comments, labels; Crowe,
reference sections of the retrieved journal articles, books, dis- 2000), story-related vocabulary; (e.g., specific vocabulary
sertations, and unpublished papers were also conducted to pre-selected from the story; Justice et al., 2005), and story-
locate additional studies. related comprehension; (e.g., events, characters present in
Studies were included if the effects of repeated reading the story; Dennis & Walter, 1995). Story-related compre-
interventions on child language or early literacy outcomes hension included the child’s narration of the story action
were evaluated, and Cohen’s d effect sizes for comparative (e.g., Crowe, 2000), recall of the story events (e.g., Dennis
conditions (e.g., one time vs. more than one time reading & Walter, 1995), and recognition of literacy constructs such
of the same story) or between group comparisons could be as letter recognition during the story (e.g., Miller, 1998).
computed from data in the research reports. Single partici- The expressive language measures included standardized
pant design studies were included only if it was possible to expressive language tests (e.g., Leung & Pikulski, 1990) and
combine single participant data into group data. frequency of spontaneous words, comments, questions, etc.
that occurred during the reading episodes (e.g., Fletcher &
Search Results Jean-Francois, 1998). Story-related vocabulary included the
number of targeted words correctly defined (e.g., Justice et
Sixteen studies were located that included 19 samples al., 2005) and rating of targeted vocabulary acquisition (e.g.,
of children (Appendix A). The studies included 466 child
participants. The number of participants in the individual Table 1
studies ranged between 3 and 82 (Mean = 25). The average Definitions of the Characteristics of the Readers’ Repeated
age of the children ranged between 34 and 82 months (Mean Reading Behavior
= 54). The samples were equally divided in terms of males Reading Interaction
(51%) and females (49%). Child development status was Characteristic Definition
reported in 16 studies (18 samples). The studies included Child Engagement
typically developing children (9 studies), children at-risk for Encourages Child Reader says, “Help me read the story,” or engages
family and socio-economic reasons (7 studies), children with Participation in talk in general during the reading episode
identified developmental disabilities (1 study), and children Uses manipulatives/ Reader uses props, toys, or illustrations relevant to
identified as English as a second language learners (1 study). illustrations the book that help engage the child in the reading
Appendix B includes selected characteristics of reading episode
episodes experienced by the children. Four types of books Adult Responsiveness
were used in these studies. Most of the studies described the Gives positive Reader verbally reinforces child’s comments or
book that was read as a storybook. Three studies used a pic- feedback participation
ture book, two studies used a rhyming book, and one study
Labels Reader names an object, its properties, or an
used a science picture book. The number of different books ongoing action, or asks child to label or point to
read during the different studies ranged from 1 to 16 (Mean object or action
= 5). The number of readings per book ranged from 2 to 10 Models responses Reader offers examples of the response for which
(Mean = 4). The duration of the interventions ranged from he/she is looking from the child
less than one week to 16 weeks (Mean = 6), and the number Explains Reader clarifies the meaning of the words that the
of days between the repeated readings during the interven- child may not yet know
tion periods ranged between 1 to 21 days (Mean = 4). The Questioning
duration of time spent in each repeated reading episode was
Prompts responses Reader asks child to make comments, ask
reported in only six studies and ranged between 10 to 30 questions, or share relevant personal experiences
minutes (Mean = 18 ). during the reading, and to verbally retell the story
Appendix C includes the key features of the adult-child Asks open-ended Reader asks the child open-ended questions
interactions during the repeated reading episode. The eight questions about the book during the reading episode such as
key features coded for each study were organized into the predicting parts of the story

2 CELLReviews Volume 5, Number 5

Leung & Pikulski, 1990). Thirteen studies used at least one study outcomes (story related vocabulary and story-related
outcome measure that focused on story-related vocabulary comprehension) were to the content of the repeated book
or story-related comprehension. These outcomes were mea- reading episode, the larger the sizes of effect.
sured from audio or video recordings, standardized assess- The extent to which the relationships between the re-
ments, or child interviews/assessments. The particular types peated book reading episodes and the outcome measures
of outcome measures, outcome constructs, and the study de- were influenced by the characteristics of adult interactions
signs used in the studies are shown in Appendix D. during the story book readings is shown in Table 3. The re-
The research designs used by the investigators included sults indicated that the relationships between the repeated
one-group between condition comparisons (e.g., adult book reading episodes and outcome measures were affected
elaborating during reading episode vs. adult not elaborat- by adult attempts to promote child engagement, adult re-
ing during reading episode), one group pretest and post- sponsiveness to child behavior, and efforts to encourage child
test comparisons (e.g., before book-reading vs. two or more participation through the use of questions. In studies where
book-readings), and between group post-test comparisons the adults used manipulatives or illustrations, the effect sizes
(e.g., repeated book-reading vs. control group). Eleven stud- tended to be larger (d = 0.66, 95% CI = .53-.79) compared
ies included between condition comparisons, five studies in- to studies using more general encouragement strategies (d
cluded pretest and post-test comparisons, and eight studies = 0.48, 95% CI = .34-.62). When adults provided positive
included between group post-test comparisons. reinforcement for children’s responses or provided explana-
Cohen’s d effect sizes were computed for the between tions to the children, the study effect sizes were larger (d =
group or comparative conditions differences as the size of 0.80, 95% CI = 0.63-0.97 and d = 0.68, 95% CI = 0.54-0.83
effect in the studies. The effect sizes were calculated as the respectively) than when the adults simply labeled or mod-
mean difference between the intervention or comparative eled the correct response for the children. The effect sizes for
conditions divided by the pooled standard deviations of the open-ended questions were larger (d = 0.60, 95% CI = 0.46-
two conditions (Dunst, Hamby, & Trivette, 2007). The aver- 0.74) than for adult-prompted responses from the children
age weighted effect sizes and 95% confidence intervals were (d = 0.47, 95% CI = 0.33-0.62).
used for substantive interpretation. A confidence interval not Table 4 shows the effect sizes for the relationships be-
including zero indicates that the average effect differs signifi- tween the number of repeated readings per book, the num-
cantly from zero at the p < .05 level (Shadish & Haddock, ber of weeks of intervention, and the average number of days
2009). The Z-statistic was used to assess the strength of the between the reading episodes and the child outcomes. All of
relationship between the characteristics of adult-child read- the relationships were statistically significant regardless of
ing episode interactions and the child outcomes. The relation- moderator subgroups as evidenced by confidence intervals
ships were examined in a number of different ways to discern not including zero. There were, nonetheless, several note-
which kinds of characteristics influenced child outcomes. worthy findings. First, the average effect size for the relation-
ship between the number of books read to the children and
Synthesis Findings outcomes was larger when only one book was read in the re-
peated book reading episode (d =1.08, 95% CI = 0.86-1.29).
The relationships between the repeated reading epi- Second, the average effect size for the relationship between
sodes and the three major study outcomes constituting the repeated book reading and outcomes was larger when a book
focus of investigation are shown in Table 2. The repeated was read four or more times (d = 0 .87, 95% CI= 0.67-1.07).
reading interventions were significantly related to differ- Third, the average effect size between the repeated reading
ences in the three outcome categories with the average ef- episodes and the study outcomes was larger when the in-
fect sizes ranging between 0.54 (95% CI = 0.35-0.72) and terventions lasted four weeks or less (d = 0.82, 95% CI =
0.88 (95% CI = 0.74-1.01). None of the confidence intervals 0.67-0.98). Fourth, the relationship between repeated book
included zero, indicating that all the average effect sizes dif- reading episodes and the study outcomes was moderated by
fered significantly from zero. However, the more related the the duration of the book reading episode when the duration

Table 2
Average Weighted Cohen’s d Effect Sizes and 95% Confidence Intervals for the Relationship Between Repeated Reading Episodes
and the Study Outcomes
Number
Average 95% Confidence
Outcome Categories Studies Effect Sizes Effect Size Interval Z-test p-value
Story-Related Vocabulary 11 30 .88 .74-1.01 13.04 .0000
Story-Related Comprehension 6 12 .65 .42-.88 5.53 .0000
Expressive Language 8 21 .54 .35-.72 5.76 .0000

CELLReviews Volume 5, Number 5 3

of the reading session was 20 minutes or more (d = 0.93, 95% reading episodes and outcomes measures were moderated by
CI = 0.73-1.14). Fifth, the average effect size for repeated both child age and child diagnosis. Children between 49 and
reading episodes and the study outcomes was larger for stud- 60 months of age had the largest effect size (d = 1.60, 95%
ies that had fewer average days between reading episodes (d = CI = 0.86-1.26). The average effect size (d = 0.87, 95% CI =
0.84, 95% CI = 0.66-1.02). Taken together, the findings sug- 0.74-1.00) was larger for children who were typically devel-
gest that reading the same book on four or more occasions oping compared to children at risk for poor outcomes (d =
for 20 minutes or more during each episode over the course 0.49, 95% CI = 0.34-0.65).
of a month had the greatest effects on the child outcomes.
The extent to which the relationships between the re- Discussion
peated reading episodes and the study outcomes were mod-
erated by either child or study variables is shown in Table 5. Findings reported in this CELLreview showed that
The differences in the sizes of effects between repeated book repeated book reading episodes had positive effects on the

Table 3
Average Weighted Cohen’s d Effect Sizes and 95% Confidence Intervals for the Relationships Between Adult Interaction
Characteristics of the Repeated Reading Episodes and the Outcome Measures
Number
Average 95% Confidence
Adult Interaction Characteristics Studies Effect Sizes Effect Sizes Interval Z-test p-value
Child Engagement
Uses Manipulatives/Illustrations 9 36 0.66 .53-.79 10.00 .0000
Encourages Child Participation 6 30 0.48 .34-.62 6.78 .0000
Adult Responsiveness
Provides Positive Response to Child’s Comment 4 15 0.80 .63-.97 9.15 .0000
Provides Explanation in Response to Child’s Query 6 23 0.68 .54-.83 9.23 .0000
Provides Label in Response to Child’s Query 3 17 0.43 .22-.65 3.91 .0000
Models Response 3 10 0.31 .08-.53 2.68 .0075
Questioning
Asks Open-Ended Questions 9 36 0.60 .46-.74 8.47 .0000
Prompts Response 9 37 0.47 .33-.62 6.37 .0000

Table 4
Average Weighted Cohen’s d Effect Sizes and 95% Confidence Intervals for the Relationships Between Book Reading Characteristics
and Repeated Reading Episodes and Outcome Measures
Number Average 95% Confidence
Characteristics Studies Effect Sizes Effect Size Interval Z-test p-value
Number of Books Reread
1 7 22 1.08 .86-1.29 9.82 .0000
2 5 13 .72 .56-.87 9.10 .0000
3 or More 7 28 .59 .44-.74 7.63 .0000
Number of Readings per Book
2 or 3 13 43 .70 .59-.81 12.35 .0000
4 or More 6 20 .87 .67-1.07 8.59 .0000
Weeks of Intervention
Less than 2 Weeks 5 16 .70 .47-.93 5.89 .0000
2 to 4 Weeks 8 21 .82 .67-.98 10.46 .0000
10 + Weeks 4 19 .40 .22-.58 4.43 .0000
Duration of Reading Episodes
10 - 15 3 17 .30 .11-.49 3.06 .0022
20 + 4 10 .93 .73-1.14 8.93 .0000
Average Days Between Readings
1 6 23 .84 .66-1.02 9.30 .0000
2 7 22 .71 .52-.90 7.29 .0000
3+ 5 15 .61 .45-.76 7.66 .0000

4 CELLReviews Volume 5, Number 5

Table 5
Average Weighted Effect Sizes and 95% Confidence Intervals for the Moderators of the Relationships Between Repeated Reading
Episodes and Outcome Measures
Number
Average 95% Confidence
Moderators Studies Effect Sizes Effect Size Interval Z-test p-value
Child Age (Months)
< 48 8 32 .49 .34-.64 6.50 .0000
49 to 60 4 13 1.60 .86-.1.26 10.30 .0000
61 or More 7 18 .84 .67-1.00 9.89 .0000
Child Diagnosis
Typically Developing 9 25 .87 .74-1.00 12.94 .0000
At-risk 9 35 .49 .34-.65 6.35 .0000
Published Studies
Yes 14 45 .71 .60-.82 12.96 .0000
No 5 18 .86 .64-1.08 7.59 .0000
Comparison
Between Conditions 11 24 .84 .67-1.01 9.91 .0000
Pretest-Post test 5 19 .72 .52-.92 6.97 .0000
Between Group Post Test 8 20 72 .52-.81 8.94 .0000

expressive language, story-related vocabulary, and the story provide support for this belief. The results from the synthesis
comprehension of young children in the studies included in have a number of implications for how adults should read
the research synthesis. More specifically, the largest effects books to young children. Reading the same book at least
were found between repeated book-reading episodes and four times every few days allows the child sufficient exposure
story-related vocabulary and story-related comprehension. to words and the story theme to enhance the child’s under-
Certain characteristics of repeated book reading oppor- standing of the story (e.g., Carger, 1993; Crowe, 2000). The
tunities were found to be associated with the most positive findings from this synthesis also have implications for how
child outcomes. These characteristics included focusing on adult-child interactions should occur during book reading
one or two books at a time, reading each book four or more episodes. Adult behaviors such as responding positively to
times, reading for 20 minutes or more if the child is still in- the child’s comments (e.g., Crowe, 2000; Fletcher & Jean-
terested, and reading the book daily or every other day. Francois, 1998), using manipulatives to encourage interac-
The particular characteristics of the adult interactions tions (Crowe, 2000; Penno et al., 2002), encouraging the
that were associated with positive results included providing child’s participation in the book reading episode (e.g., Leung,
positive responses to child comments, giving answers to child 2008; Penno et al., 2002), and asking open-ended questions
questions, using visual aids and manipulatives, and asking a which encourages the child to actively participate in the
child open-ended questions. These characteristics of the adult reading episode (e.g., Carger, 1993; Van Deren, 2003), are
interaction found to be beneficial in repeated book reading characteristics that likely will enhance the child’s language
studies are consistent with other types of book reading stud- development.
ies (Deckner, Adamson, & Bakeman, 2006; Dunst, Simkus, The findings from the research synthesis have additional
& Hamby, 2012; Valdez-Menchaca & Whitehurst, 1992). implications for using repeated book reading episodes with
One of the limitations of this research synthesis is the young children to promote or increase vocabulary and story
small number of studies that included young children with comprehension. When selecting books to read with young
disabilities. About half the samples of children were at-risk children, use books that are age-appropriate and interesting
for delays because of environmental factors, and half the to the child and read the books repeatedly over the course
samples were children who were typically developing. Only of a couple of weeks. During the reading episodes, encour-
one study (Crowe, 2000) focused on preschool children di- age the child to actively participate in the reading episode
agnosed with a disability (e.g., language impairment). by reinforcing the child’s comments or behaviors concern-
ing the book (e.g., pointing to a picture), by providing ex-
Implications for Practice planations in response to the child’s questions and words
Since the 1980s, there have been proponents of the idea the child might not yet understand, and by asking the child
that reading the same book repeatedly was likely to have pos- open-ended questions about what is happening in the book
itive effects on early language development in young children or what is going to happen next.
(Eller et al., 1988; Elley, 1989). The results of this synthesis Nearly all the CELL book reading practice guides (www.

CELLReviews Volume 5, Number 5 5

earlyliteracylearning.org) include many of the repeated book tion practices. Topics in Early Childhood Special Educa-
characteristics found effective in promoting early literacy and tion, 29, 40-52. doi:10.1177/0271121408329227.
language skills. All of the practice guides include the use of Dunst, C. J., Trivette, C. M., & Cutspec, P. A. (2007). To-
naturalistic teaching procedures that make reading fun and ward an operational definition of evidence-based prac-
enjoyable. These teaching procedures are also effective inter- tices (Winterberry Research Perspectives Vol. 1, No. 1).
vention practices for promoting vocabulary, expressive and Asheville, NC: Winterberry Press.
receptive language, and early literacy development. Eller, R. G., Pappas, C. C., & Brown, E. (1988). The lexical
development of kindergartners: Learning from written
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The effects of repeated presentations of a story on the recall van Kleeck, A., Gillam, R. B., Hamilton, L., & McGrath, C.
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reading on preschoolers' acquisition of expressive and
receptive vocabulary. Journal of Child Language, 24, Authors
123-138.
Sénéchal, M., Thomas, E., & Monker, J. (1995). Individual Carol M. Trivette, Ph.D., is Co-Director and Research
differences in 4-year-old children's acquisition of vocab- Scientist at the Orelena Hawks Puckett Institute, Asheville
ulary during storybook reading. Journal of Educational and Morganton, North Carolina, and Co-Principal Inves-
Psychology, 87, 218-229. tigator of the Center for Early Literacy Learning (CELL).
Shadish, W. R., & Haddock, C. K. (2009). Combining esti- Andrew Simkus, B.S., is a Research Assistant at the Puckett
mates of effect size. In H. Cooper, L. V. Hedges, & J. C. Institute. Carl J. Dunst, Ph.D., is Co-Director and Reserch
Valentine (Eds.), The handbook of research synthesis and Scientist at the Puckett Institute and Co-Principal Investi-
meta-analysis (2nd ed., pp. 257-277). New York, NY: gator of CELL. Deborah W. Hamby, M.P.H., is a Research
Russell Sage Foundation. Analyst at the Puckett Institute.

CELLReviews Volume 5, Number 5 7

 Appendix A
Background Characteristics of the Study Participants
Child Gender Ethnicity
Sample Child Mean Age Child
Study Size (Months) Male Female Child Percentage Condition
Ackerman (1976) 19 54a NR NR NR NR NR
Carger (1993) 3 66 1 2 Latino 100 English as second
language
Cornell et al. (1988) 72 37 36 36 Caucasian 100 Typical
Crowe (2000) 5 40a
2 3 NR NR Developmental
disabilities
Dennis & Walter (1995) 6 72 3 3 NR NR At-risk
Fletcher & Jean-Francois 16 35 7 9 African American 81 At-risk
(1998) Multiracial 19
Justice et al. (2005) 26 67 16 10 African American 84 At-risk
(Sample 1) Caucasian 9
Asian American 7
Justice et al. (2005) 31 67 19 12 African American 84 At-risk
(Sample 2) Caucasian 9
Asian American 7
Leung & Pikulski (1990) 24 60 12 12 NR NR Typical
(Sample 1)
Leung & Pikulski (1990) 24 72 12 12 NR NR Typical
(Sample 2)
Leung (2008) 14 41 NR NR Caucasian 66 Typical
(Sample 1) African American 25
Asian American 6
Latino 3
Leung (2008) 18 54 NR NR Caucasian 66 Typical
(Sample 2) African American 25
Asian American 6
Latino 3
McDonnell et al. (1997) 4 34 2 2 Caucasian 100 Typical
Miller (1998) 23 48a NR NR African American NR At-risk
Caucasian NR
Asian American NR
Latino NR
Morrow (1988) 52 48 NR NR Caucasian 60 At-risk
Non-Caucasian 40
Penno et al. (2002) 47 78 24 23 Maori Pacific 34 Typical
Islander 23
Caucasian 19
Other 13
Asian American 11
Pronger et al. (1985) 45 82 NR NR NR NR Typical
Senechal (1997) 90 49 30 30 Caucasian 90 Typical
Asian American 10
Van Deren (2003) 7 48 6 8 Caucasian 70 At-risk
Other 30
Median.
a

NR = Not reported.

8 CELLReviews Volume 5, Number 5

 Appendix B
Characteristics of the Repeated Book Reading Episodes
Number Average Number Duration of Duration of
Number of Readings of Days Between Each Session Intervention
Study Type of Book of Books per Book Repeated Readings (Minutes) (Weeks)
Ackerman (1976) Storybooka 12 4 NR NR NR
Carger (1993) Picture storybookb
1 3 2 NR 1
Cornell et al. (1988) Picture storybook 2 2 1 30 <1
Crowe (2000) Storybook 1 3 2 NR 1
Dennis & Walter (1995) Storybook 1 3 7 15 4
Fletcher & Jean-Francois (1998) Rhyming book 1 6 3 NR 3
Justice et al. (2005) Storybook 10 4 2 20 10
Leung & Pikulski (1990) Picture storybook 2 3 2 NR 2
Leung (2008) Informational picture book
c
3 3 1 NR 4
McDonnell et al. (1997) Storybook 1 10 1 NR 3
Miller (1998) Rhyming book 16 4 1 10 16
Morrow (1988) Storybook 3 3 21 15 10
Penno et al. (2002) Storybook 2 3 7 NR 3
Pronger et al. (1985) Storybook 1 3 3 NR 1
Senechal (1997) Storybook 1 3 1 20 NR
Van Deren (2003) Storybook 2 3 2 NR 1
a
Primarily text with pictures.
b
Pictures with limited text.
c
Informational science book.
NR = Not reported.

CELLReviews Volume 5, Number 5 9

 Appendix C
Key Features of the Repeated Reading Episodes
Child Engagement Adult Responsiveness Questioning
Study ECP MAN PF LAB MOD EXP PR OEQ
Ackerman (1976) X X
Carger (1993) X X X
Cornell et al. (1988) X X X X
Crowe (2000) X X X X X
Dennis & Walter (1995) X X X
Fletcher & Jean-Francois (1998) X
Justice et al. (2005) X
Leung & Pikulski (1990) X
Leung (2008) X X X
McDonnell et al. (1997) X X
Miller (1998) X X X X X X
Morrow (1988) X X X X X X
Penno et al. (2002) X X X
Pronger, et al. (1985) X
Senechal (1997) X X X
Van Deren (2003) X X X

NOTE. ECP = encourages child participation; MAN = uses manipulatives/illustrations; PF = gives positive feedback; LAB = labels pictures; MOD =
models child’s responses; EXP = provides explanations; PR = prompts child’s responses; QEC = asks open-ended questions.

10 CELLReviews Volume 5, Number 5

 Appendix D
Cohen’s d Effect Sizes of Repeated Book Reading Episodes
Study Type of Design Type of Contrast Comparison Outcome Measure Outcome Category Cohen’s d
Ackerman (1976) One group Book read once vs. Book Between Frequency of anticipatory child Expressive Language 1.31
read 2 or more times conditions comments
Frequency of questions from child Expressive Language 0.69
Frequency of miscellaneous child Expressive Language 1.90
comments
Carger (1993) One group 1st book reading vs. 3rd Pre/post-test Total words used in child’s retelling Expressive Language 1.31
book reading
Number of two syllable or more words Expressive Language 2.22
used in child’s retelling
Number of ideas or events from the Expressive Language 1.24
story successfully conveyed in English
during child’s retelling
Number of target vocabulary words Story-Related 1.53
from book used in child’s retelling Vocabulary
Cornell et al. (1988) Two groups 1st book reading vs. 2nd Between Frequency of correct child recalls Story-Related 0.70
book reading conditions during reading (book 1) Comprehension
Frequency of correct child recalls Story-Related 0.59
during reading (book 2) Comprehension
Crowe (2000) One group 1st book reading vs. 2nd Between Frequency that child answered Expressive Language -0.82
book reading conditions questions
Frequency of labels and comments Expressive Language 1.71
made by child
Frequency that child followed the Story-Related -0.27
action of the story Comprehension
1st book reading vs. 3rd Between Frequency that child answered Expressive Language -0.59
book reading conditions questions
Frequency of labels and comments Expressive Language 0.55
Crowe (2000) cont. One group 1 book reading vs. 3
st rd
Between Frequency that child followed the Story-Related -0.16
reading conditions action of the story Comprehension

Dennis & Walter One group 1st book reading vs. 2nd Between Number of text units from story Story-Related 0.14
(1995) book reading conditions recalled in child’s retellings Comprehension
1st book reading vs. 3rd Between Number of text units from story Story-Related 0.73
book reading conditions recalled in child’s retellings Comprehension
Fletcher & Jean- One group Mean of 1st 3 book Between Number of different child responses Expressive Language 2.22
Francois (1998) reading sessions vs. conditions
Frequency of child verbal activity Expressive Language 0.92
Mean of last 3 book
reading sessions

Justice et al. (2005) Experimental- Repeated book reading Post-test Number of target words correctly Story-Related 1.35
(Sample 1) control vs. Control defined by child Vocabulary
Condition 1
Condition 2 Number of target words correctly Story-Related 0.10
defined by child Vocabulary
Justice et al. (2005) Experimental- Repeated book reading Post-test Number of target words correctly Story-Related 1.00
(Sample 2) control vs. control defined by child Vocabulary
Condition 1
Condition 2 Number of target words correctly Story-Related 0.85
defined by child Vocabulary

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Appendix D, continued
Study Type of Design Type of Contrast Comparison Outcome Measure Outcome Category Cohen’s d
Leung & Pikulski One group 1st book reading vs. 2nd Between Rating of target vocabulary acquisition Story-Related 0.59
(1990) (Sample 1) book reading conditions Vocabulary
1st book reading vs. 3rd Between Rating of target vocabulary acquisition Story-Related 0.77
book reading conditions Vocabulary
Experimental- Repeated book reading Post-test Rating of vocabulary Expressive Language 0.10
control vs. Control
Leung & Pikulski One Group 1st book reading vs. 2nd Between Rating of target vocabulary acquisition Story-Related 0.81
(1990) book reading conditions Vocabulary
(Sample 2)
1st book reading vs. 3rd Between Rating of target vocabulary acquisition Story-Related 1.41
book reading conditions Vocabulary
Experimental- Repeated book reading Post-test Rating of vocabulary Expressive Language 0.55
control vs. Control
Leung (2008) One group Before book read vs. Pre/post-test Rating of target vocabulary Story-Related 1.71
(Sample 1) book read 3 times comprehension Vocabulary
Condition 1
Rating of target vocabulary Story-Related 0.52
comprehension Vocabulary
Condition 2 Retelling vs. no retelling Between Rating of target vocabulary Story-Related 0.54
condition conditions comprehension Vocabulary
Leung (2008) One group Before book reading vs. Pre/post-test Rating of target vocabulary Story-Related 2.90
(Sample 2) book reading 3 times comprehension Vocabulary
Condition 1
Rating of target vocabulary Story-Related 1.02
comprehension Vocabulary
Condition 2 Retelling vs. no retelling Between Rating of target vocabulary Story-Related 0.43
condition conditions comprehension Vocabulary
McDonnell et al. One group 1st book reading vs. Between Number of child initiations Expressive Language 1.24
(1997) book read 3 or more conditions
Number of different words used by Expressive Language 1.73
times
child
Miller (1998) One group Before book read vs. Pre/post-test Print awareness Story-Related 0.20
book read more than Comprehension
Group A 3 times
Letter identification Story-Related 0.11
Comprehension
Comprehension Story-Related 0.68
Comprehension
Group B Before book read vs. Pre/post-test Print awareness Story-Related 0.35
book read more than Comprehension
3 times
Letter identification Story-Related 0.54
Comprehension
Comprehension Story-Related 0
Comprehension
Group C Before book read vs. Pre/post-test Print awareness Story-Related 0.42
book read more than Comprehension
3 times
Letter identification Story-Related 1.00
Comprehension
Comprehension Story-Related 0.30
Comprehension

12 CELLReviews Volume 5, Number 5

Appendix D, continued
Study Type of Design Type of Contrast Comparison Outcome Measure Outcome Category Cohen’s d
Morrow (1988) Two groups 1st book reading vs. 3rd Post-test Frequency of questions from child Expressive Language -1.56
book reading
Frequency of child’s comments Expressive Language 1.64
Frequency of predictions made by child Expressive Language 1.76
Frequency of child speech drawing on Expressive Language -0.30
own experience
Frequency of child’s labeling Expressive Language -1.07
Frequency of child’s speech focused on Story-Related 1.39
narration Comprehension
Penno et al. (2002) One group Before book read vs. 3rd Pre/post-test Percentage of correct child answers on Story-Related 1.21
Condition 1 book reading target vocabulary test Vocabulary
Percentage of correct child answers on Story-Related 0.28
target vocabulary test Vocabulary
Condition 2 Explanation vs. no- Between Percentage of correct child answers on Story-Related 0.70
explanation condition conditions target vocabulary test Vocabulary
Pronger et al. Two groups 1st book reading vs. 3rd Post-test Number of content words included in Story-Related 2.13
(1985) book reading child’s retellings Vocabulary
1st book reading vs. 2nd Post-test Number of content words included in Story-Related 0.67
book reading child’s retellings Vocabulary
Senechal (1997) Two groups 1st book reading vs. 3rd Post-test Percentage of correct child answers on Story-Related 1.1
Condition 1 book reading vocabulary test Vocabulary
Percentage of correct child answers on Story-Related 0.90
vocabulary test Vocabulary
Condition 2 Two groups 1st book reading vs. 3rd Post-test Percentage of correct child answers on Story-Related 2.30
book reading vocabulary test Vocabulary
Percentage of correct child answers on Story-Related 1.40
vocabulary test Vocabulary
Van Deren (2003) One group 1st book reading vs. 2nd Between Recall scores of child’s retellings Story-Related 0.59
book reading conditions Comprehension
1st book reading vs. 3rd Between Recall scores of child’s retellings Story-Related 1.18
book reading conditions Comprehension

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