Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers' Depth of Word Knowledge

Autor/inn/en	Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick
Titel	Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers' Depth of Word Knowledge
Quelle	In: Reading Research Quarterly, 54 (2019) 1, S.41-61 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hadley, Elizabeth B.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.225
Schlagwörter	Semantics; Networks; Vocabulary Development; Taxonomy; Comparative Analysis; Preschool Children; Intervention; Play; Books; Teaching Methods; Concept Formation + Suchen Sie Ihr Suchwort? Semantik; Wortschatzarbeit; Taxonomie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spiel; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung
Abstract	In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic groups. Using a within-subjects design, analyses indicated that the intervention had significant positive effects on children's depth of vocabulary knowledge. Children showed significantly greater growth in vocabulary depth for words taught in taxonomies as compared with words taught in themes. Three types of semantic information were learned more deeply for taxonomy words as compared with theme words: information about category membership, perceptual features, and object function. Results suggest that fostering deep vocabulary knowledge involves not only teaching single word entities but also introducing systems of conceptually related words to build semantic networks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01