Learning Vocabulary from Educational Media: The Role of Pedagogical Supports for Low-Income Preschoolers

Autor/inn/en	Neuman, Susan B.; Wong, Kevin M.; Flynn, Rachel; Kaefer, Tanya
Titel	Learning Vocabulary from Educational Media: The Role of Pedagogical Supports for Low-Income Preschoolers
Quelle	In: Journal of Educational Psychology, 111 (2019) 1, S.32-44 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000278
Schlagwörter	Vocabulary Development; Educational Media; Low Income Students; Preschool Children; Technology Uses in Education; Video Technology; Cues; Emergent Literacy; Eye Movements; Attention; Word Recognition; Intelligence Tests; Verbal Ability; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Bildungsmittel; Unterrichtsmedien; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Stichwort; Frühleseunterricht; Augenbewegung; Aufmerksamkeit; Worterkennung; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language- and literacy-focused educational media programs streamed from five streaming platforms. Randomly selecting two episodes from each program, we identified the prevalence of vocabulary opportunities, and the pedagogical supports--techniques or features in these media that are designed to orient children to specific vocabulary words. In over the 2,000 scenes coded, we identified two overriding categories of supports: ostensive cues, designed to provide definitional information to children; and attention-directing cues, designed to signal children's attention to a target word. In Study 2, we use eye-tracking technology to examine which of these pedagogical supports might predict children's ability to identify program-specific vocabulary. Results indicated that although ostensive cues predicted overall attention to scenes, attention-directing cues were most effective in directing children to target words and their subsequent word identification. Children with higher language scores were more likely to use these cues to their advantage than their lower language peers. These results may have important implications for designing digital media to enhance children's opportunity to learn vocabulary. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01