Preschoolers' Word-Learning during Storybook Reading Interactions: Comparing Repeated and Elaborated Input

Autor/inn/en	O'Fallon, Maura; Von Holzen, Katie; Newman, Rochelle S.
Titel	Preschoolers' Word-Learning during Storybook Reading Interactions: Comparing Repeated and Elaborated Input
Quelle	In: Journal of Speech, Language, and Hearing Research, 63 (2020) 3, S.814-826 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Preschool Children; Vocabulary; Story Reading; Reading Aloud to Others; Receptive Language; Eye Movements; Repetition; Novelty (Stimulus Dimension); Linguistic Input; Language Acquisition + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Rezeptive Kommunikationsfähigkeit; Augenbewegung; Wiederholung; Sprachbildung; Sprachaneignung; Spracherwerb
Abstract	Purpose: Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills--including word-learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Method: Thirty-three typically developing children ages 35-37 months listened to a storybook containing novel words that were either repeated with a definition, repeated with no additional information, or only said once. Their receptive word-learning for these novel words was then evaluated via a preferential looking task. We analyzed children's correct looks to target pictures and compared looking behavior across the three levels of presentation. Results: Results showed that preschoolers demonstrated successful receptive word-learning after a single storybook reading interaction with an adult when target words were repeated, either with or without elaboration. Within this context, elaboration was not required for preschoolers' receptive word-learning. Conclusions: These results support the use of storybook reading with young children as a way to foster early receptive word-learning and highlight the importance of repeated exposure to novel material either with or without additional semantic information. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01