Scaffolding Attention and Partial Word Learning through Interactive Coviewing of Educational Media: An Eye-Tracking Study with Low-Income Preschoolers

Autor/inn/en	Neuman, Susan B.; Samudra, Preeti; Wong, Kevin M.; Kaefer, Tanya
Titel	Scaffolding Attention and Partial Word Learning through Interactive Coviewing of Educational Media: An Eye-Tracking Study with Low-Income Preschoolers
Quelle	(2019), (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0022-0663
DOI	10.1037/edu0000428
Schlagwörter	Scaffolding (Teaching Technique); Attention; Vocabulary Development; Educational Media; Eye Movements; Low Income Students; Preschool Children; Receptive Language; Expressive Language; Repetition; Television Viewing; Word Frequency; Novelty (Stimulus Dimension); Instructional Effectiveness; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Wortschatzarbeit; Bildungsmittel; Unterrichtsmedien; Augenbewegung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Wiederholung; Fernsehkonsum; Word analysis; Frequency; Wortanalyse; Häufigkeit; Unterrichtserfolg
Abstract	This study was designed to examine the effects of coviewing on low-income children's attention to and understanding of novel words in educational media. In addition, we sought to understand coviewing's contribution to children's receptive and expressive word learning when some target words were repeated more or less frequently. Using a within-subjects design, 83 preschoolers viewed 2 educational media stories, 1 with an adult coviewer, and the other without, in a counterbalanced approach. Eye-tracking technology recorded children's attention throughout viewing; pre- and posttests examined children's gains in receptive and expressive word identification. Results indicated that children's attention to target words was greater in the coviewing condition but appeared to contribute to expressive word learning only of lower repetition words. Attention mediated the relationship between coviewing and low-repetition word learning for expressive, but not receptive, vocabulary. Regardless of condition, children learned more words when they were repeated more frequently. This study provides further evidence that low-income children can pick up at least partial word knowledge on their own, particularly when words are repeated frequently. [This is the online version of an article published in "Journal of Educational Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01