Incidental Vocabulary Acquisition from Listening to Stories: A Comparison between Read-Aloud and Free Storytelling Approaches

Autor/inn/en	Lenhart, Jan; Lenhard, Wolfgang; Vaahtoranta, Enni; Suggate, Sebastian
Titel	Incidental Vocabulary Acquisition from Listening to Stories: A Comparison between Read-Aloud and Free Storytelling Approaches
Quelle	In: Educational Psychology, 38 (2018) 5, S.596-616 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lenhart, Jan) ORCID (Lenhard, Wolfgang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1363377
Schlagwörter	Incidental Learning; Vocabulary Development; Language Acquisition; Listening; Story Telling; Reading Aloud to Others; Comparative Analysis; Preschool Children; Receptive Language; Phonology; Short Term Memory; Listening Comprehension; Learning Processes; Achievement Gains; Hypothesis Testing; Kindergarten; Intelligence Tests; Verbal Ability; Statistical Analysis; Correlation; Foreign Countries; Pretests Posttests; Germany; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Sprachaneignung; Spracherwerb; Hörvorgang; Zuhören; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Fonologie; Kurzzeitgedächtnis; Hörverständnis; Learning process; Lernprozess; Achievement gain; Leistungssteigerung; Hypothesenprüfung; Hypothesentest; Intelligence test; Intelligenztest; Mündliche Leistung; Statistische Analyse; Korrelation; Ausland; Deutschland
Abstract	Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged three to six were told six stories in a randomised, single-blind and counterbalanced design. Stories were either read aloud or told freely and included rare target-words. Measures of target-word acquisition, receptive vocabulary, phonological working memory and speech comprehension were administered. There was a small to moderate learning gain (d = 0.37), but no effect of story-delivery. In a second study, 24 of the youngest and 24 of the oldest participants were tested again, using the same procedure but with stories designed to be more intrinsically motivating and age-appropriate. Results indicated negligible vocabulary gains (d = 0.08) and no effect of story-delivery, except for small differences in child behaviour during storytelling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01