The Effect of Three Interactive Reading Approaches on Language Ability: An Exploratory Study in Early Childhood Education

Autor/inn/en	van der Wilt, Femke; Boerma, Inouk; van Oers, Bert; van der Veen, Chiel
Titel	The Effect of Three Interactive Reading Approaches on Language Ability: An Exploratory Study in Early Childhood Education
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 4, S.566-580 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1634242
Schlagwörter	Language Skills; Vocabulary Development; Pretests Posttests; Child Development; Reading Instruction; Preschool Children; Preschool Education; Teaching Methods; Interaction; Expressive Language; Receptive Language; Intervention; Cognitive Mapping; Story Reading; Picture Books; Foreign Countries; Language Tests; Reading Strategies; Intelligence Tests; Verbal Ability; Indo European Languages; Netherlands; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Wortschatzarbeit; Kindesentwicklung; Leseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Rezeptive Kommunikationsfähigkeit; Picture book; Bilderbuch; Ausland; Language test; Sprachtest; Reading strategy; Leselernstufe; Lesetechnik; Intelligence test; Intelligenztest; Mündliche Leistung; Indoeuropäisch; Niederlande
Abstract	Language ability plays a major role in children's future development. In the present study, the effect of three interactive reading approaches on children's language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4-6) from three early childhood education classrooms. Classrooms were assigned to one of three reading approaches: (1) traditional interactive reading, (2) interactive reading with focused attention, and (3) interactive reading using a mindmap. The hypothesis was that the effect of the mindmap approach would be greater than the effect of the other two reading approaches. Children's productive vocabulary, receptive vocabulary, listening comprehension skills, and narrative skills were measured. Results indicated no differences between the effects of the three reading approaches. However, after the intervention period, children's language ability was significantly improved. This indicates that different interactive reading approaches are beneficial for children's language ability, even after a short intervention period of four weeks. Future large-scale, longitudinal research should follow-up on the present study in order to indicate whether the use of mindmaps during interactive reading is even more effective than other reading approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01