The effects of shared storybook reading on promoting social-emotional learning for young children at risk for emotional behavior disorder

The effects of shared storybook reading on promoting social-emotional learning for young children at risk for emotional behavior disorder

First Author: Eun Hye Grace Ko -- Texas A&M University
Additional authors/chairs: 
Shanna Hagan-Burke; Mack Burke
Keywords: Shared Book Reading, Emergent literacy, Early intervention, Early childhood special education, Hierarchical linear modeling (HLM)
Abstract / Summary: 

Purpose: Young children at-risk for emotional behavior disorders (EBD) experienced school adjustment difficulties during the transition from preschool to public school. The purpose of this research is to investigate the effects of integrating social-emotional learning (SEL) and early literacy instruction for kindergarten children at heightened risk for EBD. Specific research questions include: (a) what are the effects of combining SEL with early literacy instruction on kindergarten children’s school adjustment, early social development, and early learning experience? (b) What are teachers’ reflections regarding the social validity and feasibility of this combined intervention approach?
Method: A mixed-method approach employed including a multiple probe design across participants with qualitative social validity interviews to investigate the effects of embedding SEL intervention within shared storybook reading for kindergarteners at risk for EBD. The visual analysis as the primary mechanism determined whether a functional relationship exists between the storybook reading intervention and each of the dependent measures of student performance.
Results: Causal relationships have been identified, effect sizes calculated from the data and baseline and comparison phases using hierarchical linear modeling (HLM) to calculate the rate of improvement. Also, qualitative data including social validity interviews with teachers and children conducted to evaluate the social validity and practical significance of the intervention.
Conclusion: Shared storybook reading increases the well-being of young children who experience difficulties with early literacy skills and behavior challenges. Integrating SEL and literacy instruction supports kindergarten teachers in their classroom and further help children build a solid literacy and self-regulation foundation. Early Intervention is needed for both reading and behavior to help young children develop social emotional skills.