Promoting Social–Emotional Learning Through Shared Book Reading in Urban Preschoolers (PO417)

  • PMD: 3,4
  • Skill Level: Introduction
  • Session 2: Promoting Social and Emotional Development
  • Live Chat:
    Tuesday, February 23, 2021
    2:45 PM–3:45 PM
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. understand the benefits of using shared book reading to target both social–emotional and academic growth in high-needs schools.
  2. gain knowledge in implementation of a low-resource, positive impact manualized book reading intervention.
  3. learn additional research tools in appropriate literacy and SEL outcome measures.


The present study examined the effect of a manualized social–emotional learning (SEL) shared-book reading intervention using a randomized control design. The intervention was implemented multiple times per week for 8 weeks within 10 Head Start classrooms comprised of 170 Head Start students. Various early literacy and SEL outcome measures were used to assess effects of the SEL intervention. One-way analysis of covariance and planned orthogonal post-hoc testing found significance for two intervention group variations.



Zachary A. Bella, University of Wisconsin-Milwaukee
Karen C. Stoiber, University of Wisconsin-Milwaukee


Glenna Gransee, Rachael Koppel, MS

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