Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers

Autor/inn/en	Han, Myae; Moore, Noreen; Vukelich, Carol; Buell, Martha
Titel	Does Play Make a Difference? How Play Intervention Affects the Vocabulary Learning of At-Risk Preschoolers
Quelle	In: American Journal of Play, 3 (2010) 1, S.82-105 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-0399
Schlagwörter	Play; Vocabulary Development; At Risk Students; Preschool Children; Preschool Education; Tutoring; Comparative Analysis; Receptive Language; Expressive Language; Teaching Methods; Literacy; Early Intervention; Disadvantaged Youth; Racial Differences; Gender Differences; Curriculum Based Assessment; Pictorial Stimuli; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Spiel; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Förderkonzept; Nachhilfeunterricht; Rezeptive Kommunikationsfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Benachteiligter Jugendlicher; Rassenunterschied; Geschlechterkonflikt; Fantasieanregung
Abstract	Merging the literatures of how to enhance young children's vocabulary development and how to improve learning through play, this study tested two vocabulary teaching protocols on at-risk preschool children: Explicit Instructional Vocabulary Protocol (EIVP) and shortened EIVP and a play session (EIVP + Play). From a group of 118 lowest-performing students, 49 children were divided into two groups and received either EIVP or EIVP + Play twice weekly in thirty-minute tutoring sessions over the course of four months. A total of 64 words were taught. The results revealed that children who received the EVIP + Play showed more growth on both receptive-vocabulary and expressive-vocabulary measures and that more children who received EIVP + Play met the benchmark on the receptive vocabulary, measured by their performance on the Peabody Picture Vocabulary Test (PPVT III). Additionally, children in the EIVP + Play group showed a steeper growth trajectory on the curriculum-based measurement tool. The premise and importance of guided play in literacy learning is discussed, and further research is suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01