Effects of Individualized Word Retrieval in Kindergarten Vocabulary Intervention

Autor/inn/en	Damhuis, Carmen M. P.; Segers, Eliane; Scheltinga, Femke; Verhoeven, Ludo
Titel	Effects of Individualized Word Retrieval in Kindergarten Vocabulary Intervention
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 3, S.441-454 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2015.1114500
Schlagwörter	Intervention; Vocabulary Development; Feedback (Response); Control Groups; Kindergarten; Semantics; Teaching Methods; Language Processing; Experimental Groups; Transfer of Training; Language Tests; Expressive Language; Statistical Analysis; Foreign Countries; Pretests Posttests; Instructional Effectiveness; Quasiexperimental Design; Netherlands + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Semantik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachverarbeitung; Training; Transfer; Ausbildung; Language test; Sprachtest; Statistische Analyse; Ausland; Unterrichtserfolg; Niederlande
Abstract	We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary instructions. Children performed extra word retrieval activities and received semantic feedback for words they did not learn during the classroom vocabulary program. Eighty-seven children were in the experimental condition, and 115 children were in the classroom vocabulary control condition. Results showed the adaptive word retrieval intervention to stimulate higher learning gains than the classroom vocabulary program on the learning of the target words. Children in the experimental condition also showed transfer effects; they described more words on a standardized expressive vocabulary test than children in the control condition. The research findings suggest additional value of word retrieval with feedback for classroom vocabulary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01