Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction during Shared Storybook Reading

Autor/inn/en	Requa, Mary Kathryn; Chen, Yi-Jui Iva; Irey, Robin; Cunningham, Anne E.
Titel	Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction during Shared Storybook Reading
Quelle	In: Journal of Research in Childhood Education, 36 (2022) 1, S.159-182 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Yi-Jui Iva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2021.1931579
Schlagwörter	Parent Workshops; Intervention; Vocabulary Development; Parent Child Relationship; Comparative Analysis; Story Reading; Parents as Teachers; Measures (Individuals); Reading Achievement; Correlation; At Risk Persons; Preschool Children; Family Environment; Intelligence Tests; Verbal Ability; Federal Programs; Disadvantaged Youth; California; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Elternkurs; Wortschatzarbeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Messdaten; Leseleistung; Korrelation; Risikogruppe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Familienmilieu; Intelligence test; Intelligenztest; Mündliche Leistung; Benachteiligter Jugendlicher; Kalifornien
Abstract	This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01