Future shared story reading research should extend to nonfiction texts, inclusive settings, and include practicality statements¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The review identifies gaps for future research: all reviewed studies used fictional texts, so "research is also needed on the effects of using shared story reading to promote literacy with nonfiction literature (e.g., biographies)." Only one study occurred in a nonspecial education setting, and it "remains an empirical question if shared story reading can promote literacy in inclusive settings." Authors of future research should also include a statement of practicality and cost effectiveness, which would have raised all six studies to high quality.

Design Implications¶

Context¶

Requirements¶

• Experimental studies measuring literacy outcomes for students with extensive support needs

Constraints¶

• Only six experimental studies existed in the published literature at the time of review

Target Learners¶

• students with extensive support needs in inclusive and self-contained settings

Target Learning Goals¶

• literacy through shared story reading with fictional and nonfiction texts

Related Strategies¶

• Future AI-SRL research should broaden search strategies, include educators and younger learners, address motivation, and apply longitudinal designs
• Pursue future research on ChatGPT in higher education to fill the gaps the scoping review identifies
• Future AIHEd research should give greater attention to ethics, methodological rigour, context, and interdisciplinary collaboration

Examples¶

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Key Sources¶

• Melissa E. Hudson and David W. Test. (2011). Evaluating the Evidence Base of Shared Story Reading to Promote Literacy for Students With Extensive Support Needs. Research & Practice for Persons with Severe Disabilities, 36(1-2), 34-45. http://www.education.uncc.edu/access/