Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial

Autor/inn/en	Grøver, Vibeke; Rydland, Veslemøy; Gustafsson, Jan-Eric; Snow, Catherine E.
Titel	Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial
Quelle	In: Child Development, 91 (2020) 6, S.2192-2210 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grøver, Vibeke) ORCID (Rydland, Veslemøy) ORCID (Gustafsson, Jan-Eric) ORCID (Snow, Catherine E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13348
Schlagwörter	Second Language Learning; Story Reading; Second Language Instruction; Intervention; Teaching Methods; Books; Bilingualism; Preschool Children; Early Childhood Education; Native Language; Norwegian; Family Environment; Educational Environment; Vocabulary Development; Grammar; Perspective Taking; Program Descriptions; Foreign Countries; Comparative Analysis; Norway + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Book; Buch; Monographie; Monografie; Bilingualismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Norwegisch; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Wortschatzarbeit; Grammatik; Zukunftsperspektive; Ausland; Norwegen
Abstract	This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = 0.25-0.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01