Quick, Incidental Word Learning in Educational Media: All Contexts Are Not Equal

Autor/inn/en	Neuman, Susan B.; Flynn, Rachel; Wong, Kevin; Kaefer, Tanya
Titel	Quick, Incidental Word Learning in Educational Media: All Contexts Are Not Equal
Quelle	In: Educational Technology Research and Development, 68 (2020) 6, S.2913-2937 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neuman, Susan B.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-020-09815-z
Schlagwörter	Incidental Learning; Vocabulary Development; Word Recognition; Teaching Methods; Difficulty Level; Context Effect; Preschool Children; Low Income; Receptive Language; Language Acquisition; Educational Media + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Schwierigkeitsgrad; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Bildungsmittel; Unterrichtsmedien
Abstract	Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single exposure of a program. Since most words are learned from context, a lingering question has been whether the kind of contextual support affects word learning. Using a within-subjects design this study examined 102 low-income preschoolers' word learning of digital episodes in three contextual settings: participatory, expository, and narrative contexts. Across three rounds, children's word knowledge was assessed through researcher-developed measures. Results indicated that target word learning occurred most frequently in the participatory followed by the expository context, with narrative being the most challenging for children. In all cases, however, children with lower receptive language scores acquired fewer words than their higher language peers, suggesting that without additional supports, educational media might exacerbate rather than close the word gap. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01