Educators reported high satisfaction with Story Friends, but some found repeated listens and scheduling challenging¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers were generally satisfied (M = 5.05, SD = 1.15) and agreed children benefited (M = 5.25, SD = 0.92). → Goldstein et al. 2016 q2 i? Seven teachers disagreed that children enjoyed listening to the same book three times (M = 4.26, SD = 1.41). → Goldstein et al. 2016

Evidence¶

Goldstein et al. 2016¶

Goldstein, H., Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J., Guerrero, G., McCarthy, T., Schneider, N., & Spencer, T. (2016). Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers. Journal of Speech, Language, and Hearing Research, 59(3), 484-500. https://doi.org/10.1044/2015_JSLHR-L-15-0227

q2 · i? · causal · r2

Anonymous consumer satisfaction surveys after intervention (approximately 93% return rate; 20 teachers and 12 aides in the treatment condition analyzed) on a 1–6 scale; teachers were "satisfied with the inter- vention" and also agreed it was feasible to have an adult at the listening center (M = 5.16, SD = 0.90).

"In general, teachers were satisfied with the inter- vention (M = 5.05 and SD = 1.15 on items related to satis- faction)."

Discussion¶

Related Claims¶

• Embedded vocabulary lessons in prerecorded storybooks produce large vocabulary learning gains relative to hearing the same stories without lessons — related
• Story Friends produced no group differences on distal standardized language measures (PPVT-IV, CELF-P) — related
• Experimental-group students reported satisfaction with corpus-based lexical teaching while finding some materials too challenging — related
• The automated Story Friends intervention was implemented with high fidelity in preschool classrooms — related