Can E-Books Support Low SES Parental Mediation to Enrich Children's Vocabulary?

Autor/inn/en	Korat, Ofra; Shneor, Daphna
Titel	Can E-Books Support Low SES Parental Mediation to Enrich Children's Vocabulary?
Quelle	In: First Language, 39 (2019) 3, S.344-364 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723718822443
Schlagwörter	Electronic Publishing; Low Income Groups; Books; Dictionaries; Kindergarten; Preschool Children; Mothers; Reading Instruction; Reading Strategies; Vocabulary Development; Independent Reading; Semantics; Receptive Language; Expressive Language; Program Effectiveness; Foreign Countries; Childrens Literature; Israel; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Dictionary; Wörterbuch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Freies Lesen; Semantik; Rezeptive Kommunikationsfähigkeit; Ausland; 'Children''s literature'; Kinderliteratur
Abstract	This study examines whether an e-book with a dictionary could support parents' mediation of new words during shared book reading, more than the child's independent reading of an e-book with and without a dictionary. The participants included 128 kindergartners and 64 mothers who were randomly divided into four groups: independent reading of the e-book with a dictionary; joint mother-child reading of the e-book without a dictionary; joint mother-child reading of the e-book with a dictionary, and independent reading of the e-book without a dictionary (control). For each target word, the dictionary presented (1) word meaning, (2) word meaning within the story context, and (3) a combined meaning. Pre- and posttests included receptive and expressive understanding of the dictionary words. E-books were read four times. Reading the e-book with a dictionary and maternal mediation was the most effective for receptive and expressive word learning, followed by independent reading with the dictionary. Mothers who read the e-book with a dictionary mediated at a higher level than mothers who read without a dictionary. The intervention contributed to advancement in learning new words beyond children's initial vocabulary level. The research implications are presented in the discussion. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01