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Abstract

The Preschool Library program (Wastie, 1996) was evaluated over 7 weeks for its effect on preliteracy skills of 16 3-, 4-, and 5-year olds in one daycare setting. A control group consisted of 10 4-, and 5-year olds in another daycare. Parent interviews and daycare observations provided measures of initial literacy environment. The preliteracy skills that were measured included definition production, book handling skills , environmental print awarenes and comments during storytime. Although some improvement occurred in bookskills, definitions, and storytime comments, reliable differences were not found between control and experimental groups on individual tasks. Trends across tasks however were consistently in favour of the experimental group. Possible explanations are provided as to why results did not strongly support efficacy of the program. The most likely explanation is that a control group was not adequately provided due to differences in initial literacy environments. Both groups progressed during the course of the study, likely due to support from different sources; the experimental group received support from the Preschool Library program, and the control group received support from a strong literacy environment already in place.