Literaturnachweis - Detailanzeige
| Autor/inn/en | Wood, Carla; Fitton, Lisa; Petscher, Yaacov; Rodriguez, Estrella; Sunderman, Gretchen; Lim, Taehyeong |
|---|---|
| Titel | The Effect of e-Book Vocabulary Instruction on Spanish-English Speaking Children |
| Quelle | (2018), (25 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Books; Electronic Publishing; Vocabulary Development; Bilingual Students; Spanish Speaking; English (Second Language); Kindergarten; Grade 1; English Language Learners; Morphology (Languages); Verbal Ability; Intelligence Tests; Elementary School Students; Florida; Kansas (Kansas City); Peabody Picture Vocabulary Test |
| Abstract | Purpose: This study aimed to examine the effect of an intensive vocabulary intervention embedded in e-books on the vocabulary skills of young Spanish-English speaking English Learners (ELs) from low SES backgrounds. Methods: Children (288) in kindergarten and first grade were randomly assigned to treatment and read-only conditions. All children received e-book readings approximately 3 times a week for 10-20 weeks using the same books. Children in the treatment condition received e-books supplemented with vocabulary instruction that included scaffolding through explanations in Spanish, repetition in English, checks for understanding, and highlighted morphology. Results: There was a main effect of the intervention on expressive labeling (g = 0.38) and vocabulary on the PPVT (g = 0.14) with no significant moderation effect of initial PPVT score. There was no significant difference between conditions on children's expressive definitions. Conclusions: Findings substantiate the effectiveness of computer implemented embedded vocabulary intervention for increasing ELs' vocabulary knowledge. Implications: Computer-assisted vocabulary instruction with scaffolding through Spanish explanations, repetitions, and highlighted morphology is a promising approach to facilitate word learning for ELs in kindergarten and first grade. [This is the online version of an article published in "Journal of Speech, Language, and Hearing Research." For the final published version of this article, see EJ1187764.] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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