Within the peer-reviewed literature, there is a shortage of experimental and quasi-experimental studies examining libraries’ impact on children’s early literacy development. Therefore, Project VIEWS2 (Valuable Initiatives in Early Learning That Work Successfully 2) used a quasi-experimental design to understand whether an intervention to train public library storytime providers in early literacy principles makes a difference in children’s early literacy skills. In the experimental group, comparisons of preintervention and postintervention data showed statistically significant increases in the early literacy behaviors of the providers and attendees in the experimental group. There were no significant changes in the early literacy behaviors of control group providers and their attendees. A purposeful focus on early literacy principles makes a difference in storytime programs and in early literacy behaviors when children attend storytime. This article examines the design and delivery of the intervention, its effects on the study population, and its implications for practice.

中文翻译：

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图书馆故事时间的早期识字，第2部分：对儿童故事时间提供者的准实验研究和干预

在同行评审的文献中，缺乏检验图书馆对儿童早期识字能力发展影响的实验和半实验研究。因此，VIEWS2项目（成功开展工作的早期学习中的宝贵举措2）使用了准实验设计，以了解对公共图书馆故事时间提供者进行早期识字原则培训的干预措施是否对儿童的早期识字技能有所影响。在实验组中，干预前和干预后数据的比较表明，实验组中提供者和参与者的早期识字行为在统计学上显着增加。对照组提供者及其参加者的早期识字行为没有显着变化。有目的地关注早期识字原则会导致故事时间程序和儿童参加故事时间时的早期识字行为有所不同。本文研究了干预措施的设计和实施，其对研究人群的影响及其对实践的影响。