How reading expressiveness impacts listening comprehension for prekindergarten children

What is it about?

Parents and educators commonly read storybooks to young children. Is the expressiveness with which we read having an impact on how much they understand and remember from these stories? What about how much new vocabulary they are learn? This paper looks at this specific issue by using an experimental design to determine whether or not expressive readings impact listening comprehension for prekindergarten children.

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Why is it important?

As far as we know, this work is the first of its kind. It is important because it expands our understanding of the role of prosody and expressiveness in the listening comprehension of stories. It also supports common recommendations to read expressively to young children.