Stimulating Breadth and Depth of Vocabulary via Repeated Storybook Readings or Tests

Autor/inn/en	Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo
Titel	Stimulating Breadth and Depth of Vocabulary via Repeated Storybook Readings or Tests
Quelle	In: School Effectiveness and School Improvement, 26 (2015) 3, S.382-396 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2014.965181
Schlagwörter	Foreign Countries; Vocabulary Development; Kindergarten; Young Children; Control Groups; Experimental Groups; Feedback (Response); Instructional Effectiveness; Story Reading; Receptive Language; Short Term Memory; Nonverbal Ability; Testing; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Wortschatzarbeit; Frühe Kindheit; Unterrichtserfolg; Rezeptive Kommunikationsfähigkeit; Kurzzeitgedächtnis; Testdurchführung; Testen; Statistische Analyse; Niederlande
Abstract	We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children's breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control condition listened once to a storybook reading. In the experimental conditions, the initial storybook reading was followed by (a) repeated storybook reading, (b) repeated testing, or (c) repeated testing with feedback. For breadth of vocabulary, all 3 conditions showed learning gains compared to a single storybook reading, and no "testing effect" was found. For depth of vocabulary, repeated storybook reading and repeated testing with feedback were more effective than the control condition with the former seemingly most effective. Both for breadth and depth of vocabulary, the effects of testing were found to be conditional upon the provision of feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01