Optimizing Vocabulary Instruction for Preschool Children

Autor/inn/en	Madsen, Keri M.; Peters-Sanders, Lindsey A.; Kelley, Elizabeth Spencer; Barker, R. Michael; Seven, Yagmur; Olsen, Wendy L.; Soto-Boykin, Xigrid; Goldstein, Howard
Titel	Optimizing Vocabulary Instruction for Preschool Children
Quelle	In: Journal of Early Intervention, 45 (2023) 3, S.227-249 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Madsen, Keri M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/10538151221116596
Schlagwörter	Language Tests; Intelligence Tests; Verbal Ability; Vocabulary; Instructional Improvement; Vocabulary Development; Preschool Children; At Risk Students; Language Impairments; Language Acquisition; Reading Programs; Program Effectiveness; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Unterrichtsqualität; Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb
Abstract	A cluster randomized design was used to investigate the effects of the "Story Friends" vocabulary curriculum on learning of 84 preschoolers in 24 classrooms who were at risk for language difficulties. Children in the treatment condition received explicit vocabulary instruction of 36 words during small-group storybook listening centers with extended practice opportunities in the classroom and at home. Children in the comparison condition were exposed to the same words in stories without explicit instruction or extended practice. Children (n = 16) with average or above language skills from six treatment classrooms were included to examine the impact of extended practice. Children at risk in treatment classrooms learned significantly more words (52%) than children at risk in comparison classrooms (12%). Children not at risk learned vocabulary equal to children at risk. A tiered approach to implementing "Story Friends" appears feasible for enhancing the vocabulary learning of preschoolers with and without language delays. [For corresponding grantee submission, see ED622079.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01