This study examined the relative effectiveness of two intervention programs based on joint-interactive storybook reading: one program focused on cultivating awareness and use of visual-graphic representation (VGR), and the second focused on verbal conversations (VC). Both programs were delivered over 12 sessions, to Hebrew-speaking kindergarteners, by their teachers. Language abilities (vocabulary, narrative skills, listening comprehension, phonological and morphological awareness) and emergent literacy knowledge (print concept and letter naming) were examined both before and after the interventions. Additionally, reading motivation was examined, to find out whether children are more motivated to take part in reading activities after participating in one of the programs. Overall, results showed significant improvement in most examined variables in both intervention groups. The VGR group earned better scores in phonemic and morphemic awareness, print concepts and letter-naming than the VC group. However, scores in vocabulary, narrative ability and listening comprehension improved to a similar degree in both intervention groups. Motivation to read increased only among children who participated in the VC intervention program, while in the VGR group it remained unchanged. Possible implications of the findings to educational settings are discussed.

这项研究检查了基于联合互动故事书阅读的两个干预计划的相对有效性：一个计划侧重于培养对视觉图形表示（VGR）的认识和使用，第二个计划侧重于言语对话（VC）。两种课程均由其老师向讲希伯来语的幼儿园的学生提供了12堂课。在干预之前和之后，都要检查语言能力（词汇，叙事技巧，听力理解，语音和形态意识）和紧急识字知识（印刷概念和字母命名）。此外，还对阅读动机进行了检查，以了解在参加其中一项计划后，儿童是否更有动机参加阅读活动。全面的，结果表明，两个干预组中大多数检查的变量都有显着改善。与VC组相比，VGR组在音素和语素意识，印刷概念和字母命名方面得分更高。但是，两个干预组的词汇，叙事能力和听力理解分数都有相似程度的提高。阅读动机仅在参加VC干预计划的儿童中增加，而在VGR组中，阅读动机保持不变。讨论了研究结果可能对教育环境的影响。阅读动机仅在参加VC干预计划的儿童中增加，而在VGR组中，阅读动机保持不变。讨论了研究结果可能对教育环境的影响。阅读动机仅在参加VC干预计划的儿童中增加，而在VGR组中，阅读动机保持不变。讨论了研究结果可能对教育环境的影响。