Two Sides to Every Story: Children Learn Words Better from One Storybook Page at a Time

Autor/inn/en	Flack, Zoe M.; Horst, Jessica S.
Titel	Two Sides to Every Story: Children Learn Words Better from One Storybook Page at a Time
Quelle	In: Infant and Child Development, 27 (2018) 1, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flack, Zoe M.) ORCID (Horst, Jessica S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2047
Schlagwörter	Story Reading; Illustrations; Vocabulary Development; Control Groups; Cognitive Ability; Preschool Children; Learning Processes; Childrens Literature + Suchen Sie Ihr Suchwort? Bildliche Darstellung; Wortschatzarbeit; Denkfähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Learning process; Lernprozess; 'Children''s literature'; Kinderliteratur
Abstract	Two experiments tested how the number of illustrations in storybooks influences 3.5-year-old children's word learning from shared reading. In Experiment 1, children encountered stories with two regular-sized A4 illustrations, one regular-sized A4 illustration, or one large-sized A3 illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2, a gesture was added to guide children's attention to the correct page in the 2-illustration condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01