Optimizing Vocabulary Instruction for Preschool Children

Autor/inn/en	Madsen, Keri M.; Peters-Sanders, Lindsey A.; Kelley, Elizabeth Spencer; Barker, Robert Michael; Seven, Yagmur; Olsen, Wendy L.; Soto-Boykin, Xigrid; Goldstein, Howard
Titel	Optimizing Vocabulary Instruction for Preschool Children
Quelle	(2022), (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Madsen, Keri M.) ORCID (Peters-Sanders, Lindsey A.) ORCID (Kelley, Elizabeth Spencer) ORCID (Barker, Robert Michael) ORCID (Seven, Yagmur) ORCID (Goldstein, Howard) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Improvement; Vocabulary Development; Preschool Children; At Risk Students; Language Impairments; Language Acquisition; Reading Programs; Program Effectiveness; Language Tests; Intelligence Tests; Verbal Ability; Clinical Evaluation of Language Fundamentals; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? 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; Language test; Sprachtest; Intelligence test; Intelligenztest; Mündliche Leistung
Abstract	A cluster randomized design was used to investigate 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. [This is the online version of an article published in "Journal of Early Intervention."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01