Cues for Word-Learning during Shared Book-Reading and Guided Play in Preschool

Autor/inn/en	Hadley, Elizabeth Burke; Dickinson, David K.
Titel	Cues for Word-Learning during Shared Book-Reading and Guided Play in Preschool
Quelle	In: Journal of Child Language, 46 (2019) 6, S.1202-1227 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadley, Elizabeth Burke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000919000552
Schlagwörter	Vocabulary Development; Preschool Children; Correlation; Play; Story Reading; Cues; Social Cognition; Perception; Video Technology; Language Acquisition; Adults; Language Usage; Intervention; Teaching Methods; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Spiel; Stichwort; Soziale Kognition; Wahrnehmung; Sprachaneignung; Spracherwerb; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The present study examines the perceptual, linguistic, and social cues that were associated with preschoolers' (4;11) growth in word-learning during shared book-reading and guided play activities. Small groups of three preschoolers (n = 30) and one adult were video-recorded during an intervention study in which new vocabulary words were explicitly taught. Adult use of taught words was coded for perceptual and linguistic cues and type of social interaction. Hearing taught words used in the book text and learning information about words' meanings during play was positively associated with growth in word-learning. Adult use of words in responsive, or child-initiated, interactions was positively associated with word-learning growth in both book-reading and play, while adult-initiated use of words was negatively associated with word-learning growth in both settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01