The Effects of Content-Enriched Shared Book Reading versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners

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Autor/inn/en	Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Saenz, Laura; Resendez, Nora; Kwok, Oiman; Zhu, Leina; Davis, Heather
Titel	The Effects of Content-Enriched Shared Book Reading versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners
Quelle	In: Early Education and Development, 29 (2018) 2, S.245-265 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1393738
Schlagwörter	Vocabulary Development; Language Proficiency; English (Second Language); Bilingual Teachers; Comparative Analysis; Preschool Children; Second Language Learning; Second Language Instruction; Books; Reading Instruction; Teaching Methods; Content Area Reading; Spanish Speaking; Language Tests; Screening Tests; Scores; Hierarchical Linear Modeling; Pretests Posttests; Standardized Tests; Educational Benefits; Cost Effectiveness; Preschool Education; Social Studies; Science Instruction; Poverty; Disadvantaged Youth; Outcomes of Education; Intervention; Randomized Controlled Trials; Intelligence Tests; Verbal Ability; Bilingual Education Programs; Statistical Analysis; Receptive Language; Lesson Plans; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zweitsprachenerwerb; Fremdsprachenunterricht; Book; Buch; Monographie; Monografie; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Language test; Sprachtest; Screening-Verfahren; Standadised tests; Standardisierter Test; Bildungsertrag; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Gemeinschaftskunde; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Armut; Benachteiligter Jugendlicher; Lernleistung; Schulerfolg; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Rezeptive Kommunikationsfähigkeit; Lesson planning; Unterrichtsplanung
Abstract	Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281 Spanish-speaking DLLs from their classrooms at the class level to either a content-enriched interactive book-reading intervention or a thematic content-related vocabulary-only condition. Screened using the preLAS®, the DLLs were selected for the study based on their scores at the prefunctional and beginning levels of English proficiency. Intervention and comparison bilingual teachers implemented the assigned instructional approach in small groups, for 20 min daily, for 18 weeks. Based on the results of multilevel models, findings indicated pre- to posttest growth on taught words for each instructional condition, with no significant effects on standardized English language measures. Practice or Policy: Results suggest that preschool DLL children benefit from the systematic use of interactive content-enriched shared book-reading vocabulary instruction or direct teaching of content vocabulary when instruction integrates language interaction opportunities with higher cognitive talk and scaffolds. The vocabulary-only routine is a cost-effective approach but may not replace the broader benefits of reading books. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01