Vocabulary Acquisition without Adult Explanations in Repeated Shared Book Reading: An Eye Movement Study

Autor/inn/en	Evans, Mary Ann; Saint-Aubin, Jean
Titel	Vocabulary Acquisition without Adult Explanations in Repeated Shared Book Reading: An Eye Movement Study
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.596-608 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032465
Schlagwörter	Eye Movements; Vocabulary Development; Receptive Language; Preschool Children; Young Children; Story Reading; Nouns; Illustrations; French; Native Language; Word Frequency; Language Processing; Correlation; Statistical Analysis; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Augenbewegung; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Bildliche Darstellung; Französisch; Word analysis; Frequency; Wortanalyse; Häufigkeit; Sprachverarbeitung; Korrelation; Statistische Analyse; Ausland; Kanada
Abstract	When preschoolers listen to storybooks, are their eye movements related to their vocabulary acquisition in this context? This study addressed this question with 36 four-year-old French-speaking participants by assessing their general receptive vocabulary knowledge and knowledge of low-frequency words in 3 storybooks. These books were read verbatim to them 7 times over a 2-week interval. At the first and seventh reading, children's eye movements were tracked. Results revealed considerable stability in eye movements, with children spending the vast majority of their viewing time on the illustrations at both time points. Children made modest vocabulary gains on the words in the books, and as expected, these gains were related to their general receptive vocabulary. Most importantly, viewing time during the first reading on depictions of corresponding nouns in the story partially mediated the advantage that overall receptive vocabulary held. As such, this study points to active matching of picture with text during shared book reading and children's processing style when listening to stories as a mechanism for vocabulary acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01