Increasing Preschoolers' Vocabulary Development through a Streamlined Teacher Professional Development Intervention

Autor/inn/en	Wasik, Barbara A.; Hindman, Annemarie H.
Titel	Increasing Preschoolers' Vocabulary Development through a Streamlined Teacher Professional Development Intervention
Quelle	50 (2020), S.101-113 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Preschool Teachers; Faculty Development; Preschool Children; Vocabulary Development; Poverty; Urban Schools; Books; Intervention; Reading Aloud to Others; At Risk Students; Teaching Methods; Teacher Effectiveness; Learning Activities; Pictorial Stimuli; Discussion (Teaching Technique); Learning Centers (Classroom); Cues; Program Implementation; Fidelity; Feedback (Response); Program Effectiveness; Expressive Language; Receptive Language; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Wortschatzarbeit; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernaktivität; Fantasieanregung; Unterrichtsdifferenzierung; Stichwort; Rezeptive Kommunikationsfähigkeit
Abstract	Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the control condition (15). Teachers in the intervention were provided with training; one-to-one, bi-monthly coaching; and Story Maps that included target vocabulary, open-ended questions to promote conversations during book reading, and suggested extension activities that support use of target vocabulary. The results suggested that teachers in the intervention increased on the global quality of their instruction, as well as on their fidelity to the project's strategies and their use of target vocabulary words. In addition, children in the intervention classrooms performed significantly better on measures of taught vocabulary words, and HLM analyses found gains on the Peabody Picture Vocabulary Test-4 (d?=?0.19) and the Expressive One Word Picture Vocabulary Test-4 (d?=?0.14), both standardized measures of vocabulary development. The results suggest that Story Talk holds promise as a relatively resource-conservative PD intervention that can be implemented with fidelity and can significantly improve children's vocabulary development, especially among children in high-poverty schools. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01