The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds

Autor/inn/en	Abel, Alyson D.; Schuele, C. Melanie
Titel	The Influence of Two Cognitive-Linguistic Variables on Incidental Word Learning in 5-Year-Olds
Quelle	In: Journal of Psycholinguistic Research, 43 (2014) 4, S.447-463 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-013-9264-4
Schlagwörter	Incidental Learning; Phonological Awareness; Prediction; Preschool Children; Vocabulary Development; Memory; Phonology; Correlation; Reading Aloud to Others; Picture Books; Reading Comprehension; Task Analysis + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Gedächtnis; Fonologie; Korrelation; Picture book; Bilderbuch; Leseverstehen; Aufgabenanalyse
Abstract	The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10