Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten

Autor/inn/en	Janssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo
Titel	Comparing Effects of Instruction on Word Meaning and Word Form on Early Literacy Abilities in Kindergarten
Quelle	In: Early Education and Development, 30 (2019) 3, S.375-399 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Janssen, Caressa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1547563
Schlagwörter	Comparative Analysis; Phonological Awareness; Semantics; Vocabulary Development; Alphabets; Grammar; Literacy Education; Acoustics; Phonetics; Teaching Methods; Story Reading; Kindergarten; Indo European Languages; Reading Ability; Prediction; Transfer of Training; Intervention; Receptive Language; Language Acquisition; Second Language Learning; Foreign Countries; Instructional Effectiveness; Correlation; Netherlands + Suchen Sie Ihr Suchwort? Semantik; Wortschatzarbeit; Buchstabenschrift; Grammatik; Akustik; Phonetik; Fonetik; Teaching method; Lehrmethode; Unterrichtsmethode; Indoeuropäisch; Reading competence; Lesekompetenz; Vorhersage; Training; Transfer; Ausbildung; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Ausland; Unterrichtserfolg; Korrelation; Niederlande
Abstract	Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability--phonological awareness and letter knowledge--and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01