How Can Book Reading Close the Word Gap? Five Key Practices from Research

Autor/inn/en	Snell, Emily K.; Hindman, Annemarie H.; Wasik, Barbara A.
Titel	How Can Book Reading Close the Word Gap? Five Key Practices from Research
Quelle	In: Reading Teacher, 68 (2015) 7, S.560-571 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1347
Schlagwörter	Vocabulary Development; Intervention; Preschool Children; Kindergarten; Books; Class Activities; Reading Ability; Academic Achievement; Learning Strategies; Teaching Methods; Definitions; Discussion; Questioning Techniques; Instructional Effectiveness; Story Reading + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Book; Buch; Monographie; Monografie; Reading competence; Lesekompetenz; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Begriffsbestimmung; Diskussion; Befragungstechnik; Fragetechnik; Unterrichtserfolg
Abstract	Vocabulary development is critical for children's ability to learn to read and their success at school. Vocabulary has also been identified as a key factor in the achievement gap, with children from low-income families knowing significantly fewer words when they enter school. Although book reading has long been celebrated as an effective way for teachers to introduce children to vocabulary words, teachers have received little specific guidance about exactly which strategies are most effective for teaching children words. In this paper, we review the literature on book reading-focused vocabulary interventions for preschool- and kindergarten-aged children. Findings suggest that teachers should focus on five strategies that boost word learning through book reading, including defining words, discussing and asking questions about the words, rereading books, retelling books, and designing classroom activities that allow children to hear and use new vocabulary throughout the day. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01