A small change in how teachers and parents read aloud to preschoolers may provide a big boost to their reading skills later on, a new study found. That small change involves making specific references to print in books while reading to children — such as pointing out letters and words on the pages, showing capital letters, and showing how you read from left to right and top to bottom on the page.
“Using print references during reading was just a slight tweak to what teachers were already doing in the classroom, but it led to a sizable improvement in reading for kids,” said Shayne Piasta, co-author of the study and assistant professor of teaching and learning. Read More
Shayne B. Piasta, Ph.D.
Assistant Professor of Teaching and Learning
Early and emergent literacy skill development; Empirical investigation of literacy-related and other educational programs and practices.
Selected Grants History
- Co-Investigator: Development and Validation of the Narrative Assessment Protocol. U.S. Department of Education, Institute of Education Sciences, 2011-2014.
- Principal Investigator, Evaluating the Effectiveness of the Ohio Department of Education’s Literacy Core Curriculum for Early Childhood Educators. U.S. Department of Education, Institute of Education Sciences, 2010-2015.
- Co-Investigator: Reading for Understanding: Language Bases of Reading Comprehension. U.S. Department of Education, Institute of Education Sciences, 2010-2015.
- Principal Investigator: Efficacy of the Core Knowledge Approach to Math and Science Preschool Education. National Institutes of Health, The Eunice Kennedy Shriver National Institute of Child Health and Human Development, American Recovery and Reinvestment Act, 2009-2012.
- 2008 Ph.D. in Developmental Psychology, Florida State University and the Florida Center for Reading Research
- 2006 M.S. in Developmental Psychology, Florida State University and the Florida Center for Reading Research
- 2004 B.A. in Psychology (Summa Cum Laude), College of the Holy Cross