Embedded Instruction Improves Vocabulary Learning during Automated Storybook Reading among High-Risk Preschoolers

Autor/inn/en	Goldstein, Howard; Kelley, Elizabeth; Greenwood, Charles; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; McCarthy, Tanya; Schneider, Naomi; Spencer, Trina
Titel	Embedded Instruction Improves Vocabulary Learning during Automated Storybook Reading among High-Risk Preschoolers
Quelle	59 (2016) 3, S.484-500 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1044/2015_JSLHR-L-15-0227
Schlagwörter	At Risk Students; Preschool Children; Early Intervention; Reading Difficulties; Language Impairments; Story Reading; Program Effectiveness; Vocabulary Development; Reading Comprehension; Preschool Education; Comparative Analysis; Teaching Methods; Randomized Controlled Trials; Story Telling; Intelligence Tests; Verbal Ability; Language Tests; Kansas (Kansas City); Ohio (Columbus); Peabody Picture Vocabulary Test; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Wortschatzarbeit; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligence test; Intelligenztest; Mündliche Leistung; Language test; Sprachtest
Abstract	Purpose: We investigated a small-group intervention designed to teach vocabulary and comprehension skills to preschoolers who were at risk for language and reading disabilities. These language skills are important and reliable predictors of later academic achievement. Method: Preschoolers heard prerecorded stories 3 times per week over the course of a school year. A cluster randomized design was used to evaluate the effects of hearing storybooks with and without embedded vocabulary and comprehension lessons. A total of 32 classrooms were randomly assigned to experimental and comparison conditions. Approximately 6 children per classroom demonstrating low vocabulary knowledge, totaling 195 children, were enrolled. Results: Preschoolers in the comparison condition did not learn novel, challenging vocabulary words to which they were exposed in story contexts, whereas preschoolers receiving embedded lessons demonstrated significant learning gains, although vocabulary learning diminished over the course of the school year. Modest gains in comprehension skills did not differ between the two groups. Conclusion: The Story Friends curriculum appears to be highly feasible for delivery in early childhood educational settings and effective at teaching challenging vocabulary to high-risk preschoolers. [This article was published in "Journal of Speech, Language, and Hearing Research" (EJ1107550).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01