Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

Autor/inn/en	Soto, Xigrid; Seven, Yagmur; McKenna, Meaghan; Madsen, Keri; Peters-Sanders, Lindsey; Kelley, Elizabeth Spencer; Goldstein, Howard
Titel	Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes
Quelle	(2020), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preschool Children; Vocabulary Development; Validity; Comparative Analysis; Academic Language; Family Environment; Teaching Methods; Video Technology; Program Development; Pilot Projects; Story Reading; Instructional Materials; Intervention; Modeling (Psychology); Program Effectiveness; Educational Environment; Barriers; Language Acquisition; Program Improvement; Outcomes of Education + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Gültigkeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Familienmilieu; Teaching method; Lehrmethode; Unterrichtsmethode; Programmplanung; Pilot project; Modellversuch; Pilotprojekt; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Modeling; Modelling; Modellierung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sprachaneignung; Spracherwerb; Lernleistung; Schulerfolg
Abstract	Purpose: This paper describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5) occurring at school through the use of a home review component. Method: A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for six weeks. Children were given materials such as stickers with review prompts (e.g., "Tell me what brave means") to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multi-level modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results: Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, other families had considerable difficulty practicing vocabulary words. Conclusion: These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high stress homes, to enrich the home language environments of more families. [This is the online version of an article published in "Language, Speech, and Hearing Services in Schools." For the final published version of this article, see EJ1251990.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01