The effects of “Interactive repeated reading aloud program” and “executive function activity integrated into repeated reading aloud instruction” on oral comprehension and executive function performance of preschoolers

The effects of “Interactive repeated reading aloud program” and “executive function activity integrated into repeated reading aloud instruction” on oral comprehension and executive function performance of preschoolers

First Author: HsinYing Chien -- National Taitung University
Abstract / Summary: 

Purpose: The main purpose of this research was to explore the effects of “repeated reading aloud instruction”(RRA), “interactive repeated reading aloud instruction”(InterRRA) and “executive function activity integrated into repeated reading aloud instruction”(RRA-EF) on receptive vocabulary comprehension, inference comprehension, listening comprehension, verbal working memory and the executive function performance.
Method: Quasi-experiment design was adopted to the present study. The participants were 53 from 4.6 to 6.2 years old children selected from two preschoolers in Taitung County. There were two experimental groups and one control group. The experimental group one received the “InterRRA”, and the experimental group two received the “EF activities integrated interRRA instruction”, while the control group received RRA instruction. Children in the experimental group one received “Inferential question discussion program”, and experimental group received “EF activities”3 sections (i.e. 90 mins) per week, for 10 weeks. 3 instruments. The Receptive Vocabulary Comprehension Test, the Inferential Comprehension Test and the Listening Comprehension Test for Preschoolers were administrated to examine the oral comprehension effects. The verbal working memory test and the Head-Toes-Knees-Shoulders assessment were to examine the cognitive ability effect. The collected data was analyzed by one-way ANCOVA.

Results: With regard to the ability of the Receptive Vocabulary Comprehension, Inferential Comprehension and Listening Comprehension: “interRRA instruction” and “RRA-EF” significantly improved children’ inferential comprehension and listening comprehension performance but did not significantly improve “the receptive vocabulary comprehension”. With regard to the ability of the EF, verbal working memory: “EF activity integrated into repeated reading aloud instruction” significantly improved children’s EF and working memory.