Paucity and Disparity in Kindergarten Oral Vocabulary Instruction

Autor/inn/en	Wright, Tanya S.; Neuman, Susan B.
Titel	Paucity and Disparity in Kindergarten Oral Vocabulary Instruction
Quelle	In: Journal of Literacy Research, 46 (2014) 3, S.330-357 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X14551474
Schlagwörter	Kindergarten; Vocabulary Development; Oral Language; Language Skills; Teaching Methods; Economically Disadvantaged; Achievement Gap; Reading Instruction; Classroom Observation Techniques; Statistical Analysis; Word Frequency; Difficulty Level; Teaching Experience; Teacher Effectiveness; Qualitative Research; Questionnaires; Dale Chall Readability Formula + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Statistische Analyse; Word analysis; Frequency; Wortanalyse; Häufigkeit; Schwierigkeitsgrad; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Qualitative Forschung; Fragebogen
Abstract	The purpose of this study was to examine how oral vocabulary instruction was enacted in kindergarten. Four days (12 hours) of instruction were observed in 55 classrooms in a range of socio-economic status schools. All instruction was coded for evidence of vocabulary instruction for a total of 660 hours of observation. Results revealed that teachers explained word meanings during "teachable moments" in the context of other instruction. Findings revealed one-time, brief word explanations, unsystematic word selection, and minimal time devoted to subject areas, such as science and social studies, in which word explanations were most dense. Teachers serving in economically advantaged schools explained words more often and were more likely to address sophisticated words than teachers serving in economically disadvantaged schools. These results suggest that the current state of instruction may be contributing to rather than ameliorating vocabulary gaps by socioeconomic status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10