Evidence of positive learning outcomes supports the instructional intervention and offers
teachers a structure for storybook read-aloud sessions that addresses goals of an emergent
literacy curriculum effectively. The lack of differential effects suggests that the approach may
be a key to increasing the rate of vocabulary learning that is crucial for at-risk students. It would
take more instructional time to teach targeted words for four days instead of two, but knowing
more words leads to increased incidental learning of words making the extra instructional time
beneficial to long-term word learning and achievement.