Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections

Autor/inn/en	Hindman, Annemarie H.; Wasik, Barbara A.; Erhart, Amber C.
Titel	Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections
Quelle	In: Early Education and Development, 23 (2012) 4, S.451-474 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.537250
Schlagwörter	Vocabulary Skills; Vocabulary Development; Reading Aloud to Others; Disadvantaged Youth; Emergent Literacy; Discussion (Teaching Technique); Preschool Teachers; Preschool Children; Teacher Role; Language Usage; Relevance (Education); Poverty; Curriculum; Teaching Methods + Suchen Sie Ihr Suchwort? Aktiver Wortschatz; Wortschatzarbeit; Benachteiligter Jugendlicher; Frühleseunterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Lehrerrolle; Sprachgebrauch; Relevance; Relevanz; Armut; Curricula; Lehrplan; Rahmenplan; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the ways in which the language that Head Start teachers used during book reading, as well as the extent to which they made explicit connections between book reading and other instructional activities, were linked to preschoolers' vocabulary development. Participants included 10 Head Start teachers and 153 children in their classrooms. Research Findings: Analyses revealed that teachers varied substantially in the frequency and nature of their book-related remarks, and connections between books and the broader curriculum were relatively few in number and constrained in nature. On average, children learned more words over the course of the year when teachers used more contextualized and decontextualized talk during book readings. Contextualized book-related talk was most positively associated with learning among children with relatively low initial vocabulary knowledge. Too few connections between book reading and the curriculum were observed to afford analysis of their contributions to children's vocabulary skills. Practice or Policy: The findings show the nuanced ways in which shared book reading, a critical part of the preschool day, is linked to vocabulary growth among the nation's most vulnerable learners. The results also highlight potential avenues through which readings could be strategically individualized to optimize early vocabulary development. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10