Strengthening Vocabulary for Literacy: An Analysis of the Use of Explicit Instruction Techniques to Improve Word Learning from Story Book Read-Alouds

Autor/inn/en	Moore, Wendy; Hammond, Lorraine; Fetherston, Tony
Titel	Strengthening Vocabulary for Literacy: An Analysis of the Use of Explicit Instruction Techniques to Improve Word Learning from Story Book Read-Alouds
Quelle	In: Australian Journal of Learning Difficulties, 19 (2014) 2, S.153-172 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2014.964992
Schlagwörter	Foreign Countries; Vocabulary Development; Reading Instruction; Semantics; Teaching Methods; Socioeconomic Status; Educationally Disadvantaged; Primary Education; Grade 1; Intervention; Effect Size; Story Reading; Picture Books; Childrens Literature; Program Implementation; Reading Tests; Hypothesis Testing; Program Effectiveness; Reading Aloud to Others; Scores; Standardized Tests; Australia + Suchen Sie Ihr Suchwort? Ausland; Wortschatzarbeit; Leseunterricht; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Lesetest; Hypothesenprüfung; Hypothesentest; Standadised tests; Standardisierter Test; Australien
Abstract	Vocabulary knowledge is an important predictor of literacy and broader academic outcomes, and children's literature is a rich source of sophisticated vocabulary. This study investigated the effect of providing instruction in word meanings as an adjunct to story-book read-aloud sessions in Grade One classrooms. The main intervention programme ran for 18 weeks over three terms in low socio-economic status (SES) schools. Two intervention models incorporating explicit instruction components were compared with existing classroom practice. Teaching a greater number of word meanings more briefly was contrasted with teaching fewer words in greater depth. Pre- and post-instruction vocabulary knowledge was assessed using curriculum-based assessments. Both explicit approaches were more effective in improving word learning than a traditional constructivist approach. Increased intensity of instruction resulted in better learning for individual words. There was no discernible carryover to scores on standardised vocabulary tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10