Abstract
This study aims to examine the effects of math storybooks read with different reading techniques on young children’s language and early math skills. Eighty-eight children, four teachers and twenty-two parents participated in the study. Four preschool classes from a public school were randomly assigned to different conditions: a dialogic reading class (DR-C), dialogic reading at home (DR-H), a traditional reading class (TR-C), and a control condition. Each of the eight math storybooks was read aloud three times per week… Read more at [Science Direct]