The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten through Second Grade

Autor/inn/en	Silverman, Rebecca; Hines, Sara
Titel	The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten through Second Grade
Quelle	In: Journal of Educational Psychology, 101 (2009) 2, S.305-314 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0014217
Schlagwörter	Vocabulary; Young Children; Vocabulary Development; English (Second Language); Early Childhood Education; Preschool Education; Multimedia Instruction; Reading Aloud to Others; Story Reading; Books; Intervention; Reliability; Pretests Posttests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatz; Frühe Kindheit; Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Vorschulerziehung; Multimediales Lernen; Book; Buch; Monographie; Monografie; Reliabilität
Abstract	This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive effect for ELLs on a researcher-designed measure and on a measure of general vocabulary knowledge. Furthermore, for children in the multimedia-enhanced condition, the gap between non-ELLs and ELLs in knowledge of instructional words was closed, and the gap in general vocabulary knowledge was narrowed. The multimedia support did not negatively impact non-ELLs, indicating the potential of multimedia-enhanced vocabulary instruction for ELLs in inclusive settings. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10