The Effect of Literature on Vocabulary and Reading Achievement.

Abstract

attributed to two major factors ( 1 ) lack of experience with books as a source of pleasure, and (2) inadequacy of language as a consequence of limitations in variety of experience in a milieu that offers restricted language models. Recognition of the need of young children to be ego involved in their learning led to the selection of stories to be read to them which were conceptually comprehensible yet held possibilities for emotional response at their maturity level. It was expected that positive involvement of a conceptual and emotional nature with the variety of experience and vocabulary that literature offers would lead the chil-

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