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42
Direct vocabulary intervention in kindergarten: Investigating for transfer effects. Poster presented at the research conference of the U.S. Department of Education Institute of Education Sciences
, 2007
"... Two approaches to systematic word review were integrated into an 18-week program of extended vocabulary instruction with kindergarten students from three high-need urban schools. Words in the embedded and semantically related review conditions received systematic and distributed review. In the embed ..."
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Two approaches to systematic word review were integrated into an 18-week program of extended vocabulary instruction with kindergarten students from three high-need urban schools. Words in the embedded and semantically related review conditions received systematic and distributed review. In the embedded review condition, brief word definitions were integrated into the narratives of multiple storybooks. In the semantically related review condition, in-depth word review with explicit emphasis on semantic features and associations was provided during extension activities. Systematic review resulted in an almost twofold increase in target word learning. Embedded review was effective and time efficient, whereas semantically related review was time intensive but resulted in higher levels of word learning. There was a significant gain in Peabody Picture Vocabulary Test–III standard scores following the intervention. Keywords vocabulary, language, review, semantic relatedness Vocabulary knowledge is a critical language skill that contributes to students ’ ability to comprehend text and under-stand academic English, the formal language used in class-rooms for discourse and learning (Gersten et al., 2006).
The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English language learners in pre-kindergarten through second grade
- Journal of Educational Psychology
, 2009
"... This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and inves-tigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced ..."
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This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and inves-tigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive effect for ELLs on a researcher-designed measure and on a measure of general vocabulary knowledge. Furthermore, for children in the multimedia-enhanced condition, the gap between non-ELLs and ELLs in knowledge of instructional words was closed, and the gap in general vocabulary knowledge was narrowed. The multimedia support did not negatively impact non-ELLs, indicating the potential of multimedia-enhanced vocabulary instruction for ELLs in inclusive settings.
Speaking Out for Language: Why Language Is Central to Reading Development
"... distillation of research, the manner in which the data are reported underrepresents the importance of language. Unlike other predictors with moderate associations with later reading, language exerts pervasive and indirect influences that are not described by the effect sizes used in the meta-analysi ..."
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distillation of research, the manner in which the data are reported underrepresents the importance of language. Unlike other predictors with moderate associations with later reading, language exerts pervasive and indirect influences that are not described by the effect sizes used in the meta-analysis. Also, unlike code-related skills that develop rapidly during the years studied, language develops over an extended time span. Because it is relatively difficult to devise interventions that dramatically alter children’s language abilities, the authors of this response are concerned that schools will target the more malleable code-based skills. They warn against such a move.
How reading books fosters language development around the world. Child Development Research,
, 2012
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A focus on vocabulary
, 2005
"... Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowled ..."
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Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension (e.g., Anderson & Freebody, 1981;
THE ROLE OF BOOK TYPE IN THE RETENTION OF NOVEL VOCABULARY AMONG CHILDREN AFRICAN AMERICAN CHILDREN WITH VOCABULARY DEFICITS
, 2006
"... Research has shown that cultural differences and the lack of experiences in the lives of young children can affect the rate of vocabulary development. In particular, children from different ability, socioeconomic status, and culturally and linguistically diverse groups are considered at risk for lat ..."
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Research has shown that cultural differences and the lack of experiences in the lives of young children can affect the rate of vocabulary development. In particular, children from different ability, socioeconomic status, and culturally and linguistically diverse groups are considered at risk for later academic achievement because their home experiences and word usage may be incongruent with that of the mainstream school cultural environment. Therefore, it has been suggested that to decrease the gap between children in need of vocabulary development and their typically achieving peers, instruction in vocabulary should systematically provide information about words and their uses. Thus, the purpose of this study was to examine the effect of a systematic vocabulary instructional technique in children with clinically depressed vocabulary skills. An additional goal was to examine the role of book type in the retention of novel vocabulary words among young African American children. Using an Adapted Alternating Treatments Design, five children were read two storybooks in the context of robust vocabulary training. Storybooks were used as a source for contextualizing novel vocabulary words. One book depicted an African American theme and images and the other depicted a Caucasian theme and images. Robust vocabulary instruction
Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary
"... Tara is a teacher in an inclusive preschool classroom. Large- and small-group storybook readings are part of her classroom’s early literacy activities. Although Tara knows that vocabulary is an important part of early literacy instruction, she struggles to find the best words to teach and the best w ..."
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Tara is a teacher in an inclusive preschool classroom. Large- and small-group storybook readings are part of her classroom’s early literacy activities. Although Tara knows that vocabulary is an important part of early literacy instruction, she struggles to find the best words to teach and the best ways to teach these words. Today she is reading Noisy Nora (Wells, 1997) to her class. “No Nora in the cellar, No Nora in the tub, ” she reads. She asks her class, “What does cellar mean?” Ramon calls out, “Pizza! ” Tara tries to explain the meaning of cellar but she isn’t sure how to describe it and there is no picture of a cellar in the storybook. Her students look at her blankly, clearly ready for her to get on with the story. Ramon has stopped paying attention and is playing with his shoelace. Tara returns to reading the story, knowing that she needs to finish the story and move to the next activity. Like many teachers, Tara faces some challenges in her classroom. Many of her students come from families with low socioeconomic status, and several have been diagnosed with oral language impairments. When Tara completed her fall screening, many of the children in her class performed below age expectations on the vocabulary measure. Tara knows that storybook reading can provide an opportunity for vocabulary instruction, but she is not sure of the best way to do this. Also, Tara is concerned that the children in her class have different levels of vocabulary knowledge. How can she develop ways to provide vocabulary instruction that is appropriate for the individual children in her classroom? Teaching Vocabulary to Young Children Vocabulary instruction is a critical component of early language and literacy programs. Vocabulary skills in the early elementary school years are strong predictors of later reading achievement (National Early
What Do We Know About Joint Attention in Shared Book Reading? An Eye-tracking Intervention Study
, 2011
"... Joint attention is critical for social learning activities such as parent-child shared book reading. However, there is a potential disassociation of attention when the adult reads texts while the child looks at pictures. I hypothesize that the lack of joint attention limits children‟s opportunity to ..."
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Joint attention is critical for social learning activities such as parent-child shared book reading. However, there is a potential disassociation of attention when the adult reads texts while the child looks at pictures. I hypothesize that the lack of joint attention limits children‟s opportunity to learn print-related skills. The current study tests the hypothesis with interventions that enhance real-time joint attention. Eye movements of parents and children were simultaneously tracked when they read books together on computer screens. I also provided real-time feedback to the parent regarding where the child was looking, and vice versa. Changes of dyads ‟ reading behaviors before and after the joint attention intervention were measured from both eye movements and video records. Baseline data showed little joint attention in parent-child shared book reading. The real-time attention feedback significantly increased the joint attention and children‟s print-related learning. These findings supported my hypothesis that engaging in effective
1 Effects of Different Evaluative Feedback on Students ’ Self-efficacy in Learning
, 2008
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By
, 2006
"... has shown that cultural differences and the lack of experiences in the lives of young children can affect the rate of vocabulary development. In particular, children from different ability, socioeconomic status, and culturally and linguistically diverse groups are considered at risk for later academ ..."
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has shown that cultural differences and the lack of experiences in the lives of young children can affect the rate of vocabulary development. In particular, children from different ability, socioeconomic status, and culturally and linguistically diverse groups are considered at risk for later academic achievement because their home experiences and word usage may be incongruent with that of the mainstream school cultural environment. Therefore, it has been suggested that to decrease the gap between children in need of vocabulary development
