The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs' Language Outcomes

Autor/inn/en	Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Soares, Denise; Davis, Heather S.; Resendez, Nora; Zhu, Leina
Titel	The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs' Language Outcomes
Quelle	In: Early Education and Development, 33 (2022) 7, S.1175-1197 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1946761
Schlagwörter	Vocabulary Development; Correlation; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Outcomes of Education; Teacher Attitudes; Intervention; Science Education; Social Studies; Faculty Development; Discussion (Teaching Technique); Preschool Teachers; Spanish; Native Language; Bilingual Education Programs; Story Reading; Instructional Effectiveness; Content Area Reading; Validity; Intelligence Tests; Verbal Ability; Expressive Language; Language Tests; Texas; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Lehrerverhalten; Naturwissenschaftliche Bildung; Gemeinschaftskunde; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Spanisch; Unterrichtserfolg; Sinnerfassendes Lesen; Gültigkeit; Intelligence test; Intelligenztest; Mündliche Leistung; Language test; Sprachtest
Abstract	Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers' perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual teachers believed the shared book reading vocabulary approach was effective and could be feasibly managed to expand preschool dual language learners' (DLLs) content vocabulary knowledge by building deep knowledge networks around the worlds of science and social studies even as students' English abilities were still developing. Researchers also found a significant positive association between teachers' social validity outcomes and DLLs' English vocabulary outcomes of taught words, warranting further research in this area. Practice or Policy: Teacher perceptions of intervention effectiveness and usability are important and may serve as a barometer for whether teachers may be willing to both adopt and persist with intensive practices when there is a benefit for young children acquiring academic content in a second language. Results suggest, however, that customized and more responsive PD may be especially important to support teachers' ability to facilitate analytical discussions using academic words when DLLs are in the beginning stage of English language production. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01