Promoting Low-Income Preschoolers' Vocabulary Learning from Educational Media: Does Repetition Support Memory for Learned Word Knowledge?

Autor/inn/en	Samudra, Preeti G.; Wong, Kevin M.; Neuman, Susan B.
Titel	Promoting Low-Income Preschoolers' Vocabulary Learning from Educational Media: Does Repetition Support Memory for Learned Word Knowledge?
Quelle	18 (2019) 2, S.160-173 (14 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	10.1891/1945-8959.18.2.160
Schlagwörter	Preschool Children; Preschool Education; Student Diversity; Vocabulary Development; Low Income Students; Teaching Methods; Repetition; Time Factors (Learning); Memory; Instructional Effectiveness; Early Intervention; At Risk Students; Video Technology; Expressive Language; Receptive Language; Intelligence Tests; Verbal Ability; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Wiederholung; Gedächtnis; Unterrichtserfolg; Rezeptive Kommunikationsfähigkeit; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of educational media--in a sample of low-income preschoolers. One hundred thirty one preschoolers were randomly assigned to view an educational media clip teaching three vocabulary words in one of three conditions: (a) once, (b) three times in immediate succession (massed repetition), or (c) three times with views spaced 1 hour apart (spaced repetition). Children completed a target vocabulary assessment both immediately after the final view and 1 week later. Results indicate that certain types of word knowledge were supported by repetition, particularly spaced repetition. Children also effectively retained the vocabulary knowledge they acquired from educational media over a 1-week period in all conditions. This suggests that educational media is a strong platform for teaching low-income preschoolers new words, and that spaced repetition might further support low-income preschoolers' vocabulary learning. [This article was published in "Journal of Cognitive Education and Psychology" (EJ1238295).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01