Examining the Acquisition of Vocabulary Knowledge Depth among Preschool Students

Autor/inn/en	Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick; Nesbitt, Kimberly T.
Titel	Examining the Acquisition of Vocabulary Knowledge Depth among Preschool Students
Quelle	In: Reading Research Quarterly, 51 (2016) 2, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Pretests Posttests; Vocabulary; Vocabulary Development; Language Acquisition; Reading Comprehension; Nouns; Semantics; Verbs; Form Classes (Languages); Lexicology; Reading Skills; Morphology (Languages); Preschool Children; Preschool Education + Suchen Sie Ihr Suchwort? Wortschatz; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Leseverstehen; Semantik; Analytischer Sprachbau; Lexikologie; Reading skill; Lesefertigkeit; Morphology; Morphologie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4-5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught words through book reading and book-related play. At pretest and posttest, students defined words verbally and by using gesture. Responses were coded for type of semantic information given. There were significant increases in depth of knowledge for all word types. Concrete nouns were learned significantly better than all other word types, and verbs were learned significantly better than abstract nouns and adjectives. Analysis of semantic content provided nuanced information about word learning across word types. Synonyms and contextual information were learned well for all word types, whereas functional information was learned best for concrete nouns. These results suggest that ease of word learning may not be influenced solely by perceptual accessibility of words but also by the kind of instructional information that can be provided for different word types. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01