No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Vocabulary Development During Read-Alouds: Primary Practices
Abstract
Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Research indicates that interactive read-aloud styles and adult mediation of word learning are effective in enhancing word learning, but less is known about the actual practices of primary teachers. Read-alouds are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning.
... However, English can be introduced very early to children, especially orally, i.e., through reading aloud. The second reason is related to the fact that English as a foreign language in Indonesia has a very different phonetic system from Indonesian's (Suwastini et al., 2020a;Manik & Suwastini, 2020 (Gabrielatos, 1996;Kelly, 2000;Kindle, 2009). ...
... Experts have argued that these aspects of vocabulary are positively impacted through reading aloud among children because the teacher's clear speaking style during reading aloud can substantially impact the students' sentence recognition memory, through which the students can recall their prior vocabularies or gain new words (Batini et al., 2018;Bullinaria, 2014;Cerón, 2014;Draper, 1993;Giroir et al., 2015;Hemmati, Gholamrezapour, & Hessamy, 2015;G. Jacobs & Hannah, 2004;Johnston, 2015;Kindle, 2009;Novianti & Abdurahman, 2019;Proença et al., 2017;Trelease, 1989;Yusuf, Yusuf, Yusuf, & Nadya, 2017). According to Draper (1993) and Huang (2010) for the students to develop good vocabularies through reading aloud, the teacher must maintain good interaction in the reading aloud process to allow the students enough time for constructing the new words while the teacher can check whether the students get the word meanings correctly. ...
... According to Draper (1993) and Huang (2010) for the students to develop good vocabularies through reading aloud, the teacher must maintain good interaction in the reading aloud process to allow the students enough time for constructing the new words while the teacher can check whether the students get the word meanings correctly. Through this interaction, the teacher can provide emphasis on new words and take time to let the new words sink into the students' repertoire (Gurdon, 2019; G. Jacobs, 2016;Kindle, 2009 Wadsworth, 2008;Jacobs, 2016). ...
Although reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.
... Some to mention are acquiring word meaning, pronunciation, and language mechanics as in syntax and punctuation (Kailani (1998:287). Moreover, reading aloud helps develop one's vocabulary especially those in primary level (Kindle, 2017). ...
... It is because reading aloud offers enjoyment for them. For developing vocabulary, reading aloud offers forceful context for word learning (Kindle, 2017). ...
... In this sense, reading aloud is not only considered as an English teaching and learning activity, but it can also aid the teaching and learning itself. The encountered obstacles the students find in the reading aloud activity is shown as follows All the findings regarding the benefits, the improved aspects of English, and the problems encountered by the students are indeed in conjunction with some previous studies investigating the similar areas of reading aloud (Kailani, 1998;Hakozaki and Miller, 2012;Ninsuwan, 2015;Kindle, 2017). ...
Many studies have contradicted the reading aloud with silent reading instruction in EFL classroom. However, each viewpoint has its own arguments. Those in support of a silent reading claim that there exists psycho logical involvement in the mind of each reader and any written content. Through silent reading activity, students are trained to grasp the meaning of the text as int ended by the writer. On the other hand, the power of reading aloud cannot be seen as simplistic. Some believe that out loud reading instruction aid students to acquire new words and correct pronunciation, and comprehend language forms and mechanics, especially those with low English p roficiency. The students of Business Administration Department, State Polytechnic of Malang learn English as a foreign language in their ESP class. However, they still have insufficient English proficiency. In their English class, the reading aloud activity has been practiced as a method of instruction.On the basis of the above-mentioned background, this study intends to obtain the perspectives of students towards reading aloud activity in their ESP class. The problems of the study include (1) students’ viewpoint toward the benefit of reading aloud activity; (2) whether students feel any improvement in their English and aspects of the improvement; and (3) sorts of problems they encount er when dealing with reading aloud. The data are analysed qualitatively. The findings indicate that the students view a lot of benefits in reading aloud activity as it is building their self-confidence, recalling vocabulary, improving pronunciation, and managing pace and intonation in their reading.
... Such inferring could result in vocabulary acquisition because, to make inferences, children have to do some problem solving which could enhance the cognitive associations between the words and their meanings (Gass, 1999). Kindle (2009) similarly explains that incidental word learning is a mechanism of fast mapping which consists of connection made between a novel word and a tentative meaning resulting an initial understanding. Thus far, my analysis of vocal and visual features accompanying the likely unknown words in the two storytellers' discourse suggests that mimic gestures, deictic gestures and to a certain extent metaphoric gestures, complemented with corresponding voice modulations, show the potential to facilitate children in doing what Kindle (2009) called fast mapping or making connection between a word they encounter and a tentative meaning in the context of following the narrative being unfolded. ...
... Kindle (2009) similarly explains that incidental word learning is a mechanism of fast mapping which consists of connection made between a novel word and a tentative meaning resulting an initial understanding. Thus far, my analysis of vocal and visual features accompanying the likely unknown words in the two storytellers' discourse suggests that mimic gestures, deictic gestures and to a certain extent metaphoric gestures, complemented with corresponding voice modulations, show the potential to facilitate children in doing what Kindle (2009) called fast mapping or making connection between a word they encounter and a tentative meaning in the context of following the narrative being unfolded. Moreover, following the storyteller's invitation to join in the storytelling process, the children could also act out the meanings or representations of certain words by making the same gesture as the storyteller while saying the word aloud in chorus, as can be seen for the word 'stitch' in Table 8, and 'shiver' and 'stiff' in Table 9. ...
... It is interesting to note that in both storytelling sessions examined in this study, there were few uses of verbal strategiessuch as providing definitions or synonyms, and explicit correctionwhich have been pointed out in studies of teachers/parents' interactions with children during read-aloud or shared storybook reading (e.g. Ard, 2004;Kindle, 2009) as having the potential to enhance children's vocabulary learning. It could be attributable to the fact that this type of storytelling conducted by professional storytellers especially with no accompaniment of a book is typically held as an entertainment programme for children; unlike read-aloud or shared storybook reading events which are more evidently seen as literacy teaching and learning contexts and thus more explicit instructional exchanges such as providing definitions, clarification and correction may be expected. ...
Although many studies have been done on the benefits of parent/teacher-child interactions during shared storybook reading or read’aloud sessions, very few have examined the potential of professional storytellers’ oral discourse to support children’s vocabulary learning. In those storytelling sessions conducted by professional storytellers, the process of telling a story is typically
not accompanied by a book, but only by the teller’s well’coordinated gestures, facial expressions and voice modulations. In this study, I perform amultimodal analysis of storytellers’ oral discourse recorded during two storytelling sessions for four-to-five-year-old children. The study aims to (1) find out the specific types of vocal and visual features accompanying the spoken words which were unlikely to be known by the children but used by the storytellers for representations of events and characters, and (2) explore the potential of these multimodal features in oral storytelling to support children’s inferring of word meanings. The study offers insights into multimodality in oral storytelling and implications for exploring the potential of multimodal features in this form of literacy practice to support children’s vocabulary learning.
... We are proposing three main strategies to help children create deeper meanings beyond literal interpretation: picturebooks, read-alouds (Rodríguez, 2016), and storytelling (López-Ladino, 2016). Research in reading and literacy has found that picturebooks and read-alouds help children to increase their vocabulary (Giroir, Grimaldo, Vaughn, & Roberts, 2015;Gómez, 2015;Kindle, 2009;McGee & Schickedanz, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, Chard, Howard & Baker, 2008), their reading comprehension (Al Tiyb, 2014;McGee & Schickedanz, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, et al., 2008;Shegar & Renandya, 2009), their writing (Paquette, 2007) and even their speaking skills (Louie & Sierschynski, 2015). Storytelling, on the other hand, challenges teachers to choose stories influenced by their beliefs (Sulistiawati, 2014;Thompson, 2011). ...
... When looking at read-alouds, there is evidence of how they connect reading comprehension and vocabulary (Al Tiyb, 2014;McGee, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, et al., 2008;Shegar & Renandya, 2009), as well as their potential to develop vocabulary based on specific teaching strategies (Giroir, Grimaldo, Vaughn, & Roberts, 2015;Gomez, 2015;Kindle, 2009;McGee, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, 2008), Some activities teachers may rely on for this purpose may include, "introducing target vocabulary prior to the book introduction, defining the target vocabulary using a teacher given a definition, synonyms, and student definitions; and extending students' understanding of the vocabulary during and after the read-aloud" (Rodríguez Martínez, 2017, p.33). Read-alouds are also useful to improve students' written (Paquette, 2007) and oral (Louie and Sierschynski, 2015) production. ...
Teacher educators often come to this role as former K-12 teachers and need to negotiate and transform their own identities and self-efficacy. This insider-outsider reflexivity offers considerations for teacher education and in-service English education programs that strive for an emphasis on literacies theory and practice in their curricula. In this chapter, Mora, Cañas, Rodríguez, and Salazar share their auto-ethnographic and collaborative ethnographic accounts of how they used a literacies graduate seminar as a springboard to transform their own practice in elementary and higher education. The authors provide perspective on transforming literacies theory into second-language contexts and enhancing self-efficacy of in-service teachers through encouraging teachers to pursue master’s and even doctoral degrees in second-language education. The authors believe that the change of perspective around literacy helps address the need for an extended reflexivity toward transformative teacher education practices.
... We are proposing three main strategies to help children create deeper meanings beyond literal interpretation: picturebooks, read-alouds (Rodríguez, 2016), and storytelling (López-Ladino, 2016). Research in reading and literacy has found that picturebooks and read-alouds help children to increase their vocabulary (Giroir, Grimaldo, Vaughn, & Roberts, 2015;Gómez, 2015;Kindle, 2009;McGee & Schickedanz, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, Chard, Howard & Baker, 2008), their reading comprehension (Al Tiyb, 2014;McGee & Schickedanz, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, et al., 2008;Shegar & Renandya, 2009), their writing (Paquette, 2007) and even their speaking skills (Louie & Sierschynski, 2015). Storytelling, on the other hand, challenges teachers to choose stories influenced by their beliefs (Sulistiawati, 2014;Thompson, 2011). ...
... When looking at read-alouds, there is evidence of how they connect reading comprehension and vocabulary (Al Tiyb, 2014;McGee, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, et al., 2008;Shegar & Renandya, 2009), as well as their potential to develop vocabulary based on specific teaching strategies (Giroir, Grimaldo, Vaughn, & Roberts, 2015;Gomez, 2015;Kindle, 2009;McGee, 2007;Neugebauer & Currie-Rubin, 2009;Santoro, 2008), Some activities teachers may rely on for this purpose may include, "introducing target vocabulary prior to the book introduction, defining the target vocabulary using a teacher given a definition, synonyms, and student definitions; and extending students' understanding of the vocabulary during and after the read-aloud" (Rodríguez Martínez, 2017, p.33). Read-alouds are also useful to improve students' written (Paquette, 2007) and oral (Louie and Sierschynski, 2015) production. ...
This chapter will introduce a pedagogical framework to engage with literacy practices in early childhood contexts and English language learners (ELLs), based on the commonalities across three research studies carried out in three schools in Medellín, Colombia. In this chapter, we argue that developing strong pedagogical proposals for PreK-5 spaces entails breaking the traditional compartmentalization of children's practices between in or out of school and carefully integrating multimodality and critical literacy in our curricula. Besides the explanation of our pedagogical framework and its link to our current research, the chapter also provides some insights for early childhood teachers working with ELLs around the world to draw from these frameworks and transform their curricula. Although language context may differ, there are developmental commonalities across the board that practitioners and teacher educators can draw from, regardless of whether the children are in English-speaking contexts or not.
... Vocabulary development is an important component of early language learning and literacy development. Extensive knowledge of words can enhance literacy development and text comprehension (Kindle 2009). Typically developing children acquire vocabulary words at a rapid rate in the early childhood years, often possessing a vocabulary repertoire averaging 10,000 words (Byrnes and Wasik 2010). ...
... During the IRA, the teacher fosters opportunities for students to turn and talk to partners at strategically planned locations (Santoro et al. 2008). This collaborative conversation can enhance comprehension and oral language development (Drogowski 2008;Kindle 2009). ...
Research demonstrates that children can make more significant gains through explicit instruction of vocabulary than implicit instruction (Blachowicz and Fisher in Teaching vocabulary in all classrooms, Allyn & Bacon, Boston, MA, 2010; Dalton and Grisham in Read Teach 64(5):306–317, 2011). Effective explicit instruction often includes high quality conversations with teachers and peers (Towson et al. in J Early Interv 38(4):230–246, 2016; Wasik in Read Teach 63(8):621–633, 2010). Data for this study were collected from a larger study designed to explore students’ use of vocabulary words following explicit instruction with the words during an interactive read-aloud. A deeper microanalysis of student discussion, scaffolded by adults, was conducted. The transcribed student discussions, recorded during peer talk, were analyzed using NVivo 10 (QSR International in NVivo (version 10). NVivo qualitative data analysis software, QSR International, Doncaster, VIC, 2012) software. These case studies describe the vocabulary development of two children with diagnosed speech and language disorders and one child without a speech and language impairment.
... For example, if a class happens upon an unknown word while reading a text aloud, a teacher might be in the habit of just providing a quick oral aside to explain the word to avoid interrupting the flow of the read-aloud (Beck, McKeown, & Kucan, 2002). This might be sufficient for hearing native English speakers because they have 100% access to the teacher's voice and lots of background and experience with the language around the unknown word (Biemiller & Boote, 2006;Kindle, 2009). A D/HH student may miss part of the aside and may have missed a few words or endings along the way. ...
... In this case, all students have access to multiple, multimodal exposures to that word (spoken and written), which increases the possibility that they will remember and use that word in their oral or written expression. In other words, connecting the new word with an image, keyword, or written definition allows the information to be conveyed visually, which not only supports full access to word knowledge for D/HH students but also offers multiple forms of representation for all students (Kindle, 2009). 3. Construct written records of think-alouds. ...
Students who are deaf or hard of hearing present unique opportunities and challenges for literacy instruction in mainstream classrooms. By addressing the specific needs of this diverse student community, teachers are given the chance to sharpen instruction and create learning opportunities for the entire class. The authors discuss two easy-to-follow principles that will increase literacy outcomes for students who are deaf or hard of hearing and all other learners by making content and thinking visible and optimizing access to the language and thoughts of all readers and writers. Practical tips and strategies are based on research and experience across a range of settings, including schools for the deaf with signing students, and mainstream classrooms with students who use listening and spoken language are included.
... Periodic review of vocabulary and ongoing monitoring of development are also essential elements of effective instruction (Beck et al. 2008;Blewitt et al. 2009;Kindle 2010Kindle , 2012Marulis and Neuman 2010;Neuman 2011;Neuman andDwyer 2009). Hindman et al. (2012), Jalongo andSobolak (2011), Massey (2013) and Silverman and Crandell (2010) recognise that words are learned incrementally. ...
... Finally, depth of processing is more likely when the daily curriculum includes meaningful play-based learning experiences and problem solving tasks that provide practice for children to use target words and build interconnected knowledge of concepts. Kindle (2012) identifies three different levels of instruction. Although her research was with teachers in the early years of primary school, these levels could be incorporated during read-alouds with preschoolers. ...
Enhancing young children’s early literacy achievement is a top priority in many countries. There is a considerable body of research demonstrating young children’s language development as a critical factor in reading and later academic success. Implementation of high quality literacy instruction has the potential to improve literacy outcomes for all children, especially those “at risk”. However, a significant challenge has been to implement instruction that will support children’s language for thinking and understanding, rather than narrowly focused instruction on easily quantified code-related skills. This article reviews some of the recent research on the value of interactive read-alouds as an avenue for enhancing early literacy learning for preschoolers. Although there is abundant evidence supporting the practice, there are a number of aspects that interact in dynamic ways to affect the efficacy of read-alouds. They include pedagogical knowledge, book selection, the quality of interactions around books, and developing vocabulary and inferential language skills. The way books are shared may open or close learning opportunities and possibilities to use language for an increasingly wider range of purposes. Skillful teachers can play a significant role in building, refining and extending literacy knowledge, skills and dispositions.
... Effective storybook reading in the home was often accompanied by discussion or teaching related to the storybook (Sulzby & Teale, 1987). In order for the storybook reading event to be effective, the storybook reading time must be interactive with students actively engaged in the reading (Kindle, 2009). Storybook reading was proven to be an effective means of supporting adequate emergent literacy development when the storybook reading event was interactive, actively engaging students (Kindle, 2009;Zucker, Justice, & Piasta, 2009). ...
... In order for the storybook reading event to be effective, the storybook reading time must be interactive with students actively engaged in the reading (Kindle, 2009). Storybook reading was proven to be an effective means of supporting adequate emergent literacy development when the storybook reading event was interactive, actively engaging students (Kindle, 2009;Zucker, Justice, & Piasta, 2009). ...
This study examined if, by providing caregivers with a workshop regarding effective storybook reading coupled with the receipt of storybooks, Pre-Kindergarten students' emergent literacy development would significantly increase. Pre-Kindergarten children attending two Head Start centers in the Southeastern U.S. participated in the study. Twelve Pre-Kindergarten children comprised the experimental group while ten Pre-Kindergarten children were subjects of the control group. The BRIGANCE CIBS-R Readiness for Reading assessment was used to determine the emergent literacy development of the subjects. The ANCOVA statistical method indicated no significant gain between the experimental group and the control group. A paired samples t-test revealed a significant gain in emergent literacy development for both the experimental group and the control group. On a survey regarding reading interest, caregivers indicated an improvement in student attitude and interest in reading following the workshop. Therefore, this study found that a caregiver workshop on storybook reading may lead to a possible positive influence on student attitude and interest in reading while indicating no significant difference in emergent literacy development for the students whose caregivers attended the workshop.
... Spencer (2011) emphasized that the IRA practices improved students' curiosity and interest in reading and, therefore, their reading motivation. Kindle (2009) claimed that the books chosen by teachers for the IRA lessons attracted students' attention and, thus, they were curious about the events narrated in the book and their reading motivation increased. Morgan (2009) emphasized that it is possible to gather students with different cultures at a common point and create shared reading pleasure thanks to IRA lessons to increase students' reading motivation. ...
... During read-alouds, there are many effective ways to encourage students to learn new words from storybooks. Best practices include labeling items in the book orally, naming objects seen in the illustrations, stopping to ask questions, elaborating on student responses (Kindle, 2009;Newton, Padak & Rasinski, 2008), and modeling "think alouds" during reading (The Urban Child Institute, 2010). When teachers orally question themselves and the texts to find meaning and act out their own thinking processes, students are given a scaffold for learning cognition and comprehension. ...
... It ultimately leads towards the development of oral language, builds background knowledge, develops comprehension and builds and expands vocabulary. Although read aloud method is proven to be the most efficient method for vocabulary building, teachers are a prerequisite to understanding the practice for prompting word learning and for identifying methods of elaborations during storytelling (Kindle, 2009). It is the reason that Fien et al. (2011) professed that when a teacher reads aloud, it offers a promising context for encompassing a robust vocabulary teaching as well as help to integrate comprehension instruction with intentional explicit vocabulary to the children. ...
The research, which was taken into consideration, focused on assessing the effectiveness of vocabulary building through Read-Aloud Strategy for Primary level students. The main objective of the study was intended to identify the influence of read-aloud strategy on vocabulary building which is a key to other skills like reading comprehension and speaking skills and also to identify the effect of read-aloud strategy on the overall vocabulary development of the students of primary level. To achieve the above-stated objective, a quasi-experimental design was adopted where the research process was categorized as non-equivalent control group design with pre-test and post-test evaluation. Moreover, non-randomized sampling was followed and two already existing intact groups were allocated as experimental and control group respectively. The main aim of this study was focused on determining the level of vocabulary development of the students. The students selected for this study belonged to Private School in Lahore. In addition, the experiment was followed by an intervention where vocabulary tests, both pre and post-tests, were used during the experiment. The statistical analysis of the pre-test and post-test results of an experimental and control group revealed that read aloud is the most appropriate teaching strategy for vocabulary building. In addition, it was also revealed that teachers use different interaction techniques for read-aloud such as, more instructional time was spent on the words which were found to be critical for story comprehension for learners. From the findings, it can be recommended that the practices should be identified which are commonly used by the primary classroom teachers as it can lead towards the development of effective instructional strategies and teacher's training programs. Moreover, it was also recommended that the teachers should focus on the instructional strategies and should give individual attention to the students in order to make sure that each student is performing.
... And the teacher can use an interesting story for her or his material so the students will feel attractive and interesting with the story, and finally they will feel wondering about learning English. Kindle (2009) mentioned that the read aloud context has proven to be an effective instruction. ...
The aim of this research is to find out the better method between context-clue and read aloud instruction to enhance students’ vocabulary. This research is quantitative research with comparative design. The research was conducted in SMPN 1 Cisarua, Bandung Barat. Population on this research was 8 grader of Junior High School and the sample was 8A grader that contain 30 students and 8B grader contain 32 students. 8A was given Context-Clue Instruction treatment and 8B was given Read Aloud Instruction Treatment. Statistic test that researcher used was Mann-Whitney Test. The result of this research showed there is no significant difference in enhancing vocabulary ability between students who are taught through context-clue instruction and students who are taught through read aloud instruction. Keywords: Vocabulary ability, Context-Clue Instruction, Read Aloud Instruction
... It is seen that several affective properties have effect on the students' reading skill when the body of literature is reviewed. Some of these affective properties are self-efficacy [30], attitude [25], motivation [4] and self-perceiving [17]. One of the affective properties, which are thought to have an influence on reading, is also self-perception [35]. ...
The objective of this study is to examine the effect of interactive reading aloud activities on the reader self-perception levels. The study is an experimental study, which aims for revealing and describing the existing situation. The study group consists of 82 students receiving education at the second grade in a public school affiliated to the MNE (the Ministry of National Education) and located in Çankaya district of Ankara province. With 42 students included in the experimental group, “Interactive Reading Aloud” activities covering a total period of 33 course hours have been carried out for 11 weeks; as for 40 students in the control group, they have not attended these activities. In the study, “Reader Self-perception Scale” developed by Chapman and Tunmer [9] and adapted to Turkish language by Yildiz and Bulut [35] has been used as data collection tool. The obtained data have been analyzed by the statistical package SPSS. In consequence of analyses, it has been determined that the reader self-perception levels of the students having attended the interactive reading aloud activities are significantly high.
... Similarly, SFL1 explained how the discovery of new word roots led to the learning of some new words (See Appendix Figure 4 and Table 3 as illustrations of the progress made by these students). This echoes the findings of Kindle (2009) that word knowledge can be enhanced through examples elicited from the learners. Essentially, with students' learning the relationship amongst words, they have a better opportunity to use the words accurately. ...
This article provides an argument for the recognition of complementary alternative literacy learning spaces (CALLS) as a strategy for operationalising the notion of multi-literacies in classroom practice. The paper draws empirical evidence from a small-case project to support the claim that scratch, functioning as a CALLS is a viable tool for ESOL/literacy teaching and learning. Empirical data were collected from students from two ESOL classes in London and their tutor over a ten-week project. In addition to defining the bounds of CALLS, the paper identifies four components as desirable for a pedagogy of CALLS and concludes that CALLS is a viable avenue for operationalising the notion of multi-literacies in classroom practice.
... Estos resultados están en línea con estudios como el de Kindle (2009), en el que se entrega evidencia de que la lectura repetida interactiva es una herramienta eficaz para enseñar palabras de vocabulario a niños pequeños. Similar resultado obtuvo Leung (2008), quien además incluyó actividades kinestésicas y el uso de la expresión verbal como una estrategia para que los alumnos explicaran el significado de las palabras nuevas. ...
This study describes the implementation of repeated interactive read-aloud, as an activity to increase the vocabulary and semantic awareness of Chilean preschool students in vulnerable contexts. This research involved 47 prekindergarten students, divided into the experimental and control groups. Teachers and assistants of the experimental group received training in the use of repeated interactive read-aloud, which included conceptual definitions, demonstrations, assistance, reading books and activity materials; the control group received only the reading books. The results of students were compared by means of descriptive and variance analyses. Significant improvements in receptive vocabulary were observed in the experimental group, but not in meta-semantic skills, such as the use of analogies, identification of meaningless texts, and similarities and differences. The study concluded that the whole combination of speaking and iconic teaching strategies benefits the acquisition of receptive vocabulary.
... As a classroom teacher, I used the read-aloud because it is a widely accepted as a means of developing vocabulary (Newton, Padak, & Rasinski, 2008). In this class, I have been reading and studying the work of Nagy and Scott (2013) and have also read Kindle's (2009) study on children's vocabulary growth to inform me on ways I can advocate for read aloud. In sum, I want to train teachers on vocabulary processes using read-aloud as a tool to introduce and model this very critical comprehension skill. ...
Herein, we use action research as a means for graduate students to develop and grow in their professional expertise as literacy teachers/coaches/specialists. In short, this manuscript aims to document Ernie Stringer's Look, Think, Act routines of seven students as they inquire about one particular situation in their own settings, to improve their own practices, and the outcomes of their students. This process allowed students and the faculty leading this effort to become active participants and thoughtful as they considered the educational theories they were learning in class.
... However, teachers should define the most appropriate instruction to maximize word learning without distracting children from the story itself. Considering the previous aspect, Kindle (2009) developed a study in which three different levels of instruction (incidental, embedded, and focused) emerged when analyzing the data. First, incidental exposure "occurred during the course of discussions, before, during, and after reading and resulted from teachers' efforts to infuse rich vocabulary into class discourse" (Kindle, 2009, p. 3). ...
Este proyecto de investigación acción examina el impacto de la lectura de cuentos en voz alta en el desarrollo de estrategias de comprensión lectora y de pensamiento crítico así como también analiza el impacto en el aprendizaje del inglés como lengua extranjera. Con el propósito de recolectar información se analizaron las notas de los diarios y se hicieron transcripciones de las grabaciones de las sesiones de lectura. Los datos recolectados revelaron que los niños mejoraron sus habilidades de comunicación discutiendo diferentes aspectos del cuento leído, al mismo tiempo aprendieron nuevas palabras que emplearon para expresar su opinión, a pesar de tener un bajo nivel de inglés. Los resultados también revelaron que los materiales y metodologías utilizados en las clases, contribuyeron a que los niños desarrollaran su pensamiento crítico y su comprensión lectora.
... Embedding adult supported child-text interactions within book-reading dynamics can enhance children's acquisition of the rich and sophisticated vocabulary found in most children's books (Eunice Kennedy Shriver National Institute of Child Health and Human Development, 2010;Pollard-Durodola et al., 2011;Wilkinson & Houston-Price, 2013). During highquality interactive reading, attentive adults use questions and recursive commentary to create a conversation between the children, the text, and the adult (Kindle, 2009). Additional gains in vocabulary development can be achieved when purposeful word instruction is extended through relevant and varied interactions with the novel words outside of the storybook context (Beck & McKeown, 2007). ...
Interactive book reading (IBR) has proven effective for increasing children’s lexicons with most of the results based on students’ learning of nouns. Little is known about the application of IBR to instructional verbs (i.e., words used during the instruction of academic content). To address this gap, 122 prekindergarten children were recruited from seven elementary schools. Each school was randomly assigned to the intervention group or the control group. Children in the intervention group were taught 12 instructional verbs across a 3-week period using interactive book-reading strategies. Children assigned to the control group only received implicit exposure to instructional verbs during teacher talk. Children in the book-reading group knew significantly more words on a receptive picture identification task than children in the control group both at posttesting and at follow-up testing in the fall. No significant group differences were noted at spring testing.
... Research has revealed that children can learn new vocabulary from read-alouds. Valuable vocabulary-building strategies during read-alouds include imagery, student-friendly definitions, root words, affixes, and how words are used in context (Beck et al., 2008;Kindle, 2009). ...
Educators can take advantage of Latino English learners’ linguistic backgrounds by teaching Spanish–English cognate vocabulary using the Children's Choices picture books. Cognates are words that have identical or nearly identical spellings and meanings in two languages because of their Latin and Greek origins. Students can learn to recognize cognates through morphology and orthography lessons on prefixes, root words, suffixes, and spelling patterns. A cognate database featuring the 2014 and 2015 Children's Choices picture books is presented in this article. The database permits teachers to select their own cognate vocabulary for read-aloud lessons. Finally, a sample lesson plan for grades 2–4 is discussed as an example for incorporating morphology and orthography instruction to accompany the selected cognate vocabulary words.
... and Kindle (2009) are just a few examples among many which offer suggestions for using story reading to help learners' vocabulary development. ...
In this chapter, I discuss how oral stories and storytelling can be used for helping learners develop various competencies in language. The discussion emphasizes the importance of understanding the characteristics of story elements such as underlying narrative structures, as well as multimodal features of actual storytelling discourse. The chapter also highlights key theoretical principles and offers some practical suggestions for how folktales as oral literary texts and oral storytelling can be used as pedagogical resources in language classes.
... An example of robust vocabulary instruction is provided. Kindle (2009) notes that reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Research indicates that interactive read-aloud styles and adult mediation of word learning are effective in enhancing word learning, but less is known about the actual practices of primary teachers. ...
This study investigated the strategies which first-year Saudi university EFL students used to derive the meaning of unfamiliar words while reading English texts. Using cluster sampling method, participants chosen to be included in the study consisted of six male and six female classes (120 male and 120 female students) of the preparatory year deanship students at King Saud University, 2009-2010. Following the administration of a vocabulary test as the instrument, descriptive statistics and ANOVA tests were used to analyze the collected data. Results revealed that the students were weak in using the right strategies in guessing the meaning of unknown vocabulary. The use of a combination of two or more strategies was found to result in a better correct guessing rate, but few students tended to use this technique. The results support the importance of practical training in when and how to use various strategies: students need to be given regular practice in order to learn how to use them most effectively. Highlighting the main strategies which students use to correctly derive the meaning of words, the findings indicate EFL teachers should train their students in the use of a variety of strategies for guessing the meaning of unfamiliar words.
... This measure was finalized with reference to the DSM IV-R (2000) and NICHQ Vanderbilt Assessment Scale (Wolraich, 2002). Accordingly, the measure consists of 22 statements answered by the teacher, chosen because (Kindle, 2009) the writings and behaviors of teachers are www.ccsenet.org/jel Journal of Education and Learning Vol. 3, No. 3; considered the best sources for data. ...
This study investigated the ability of discriminate variables (perceptual–motor, hyperactivity disorder,
neurological and psychological skills) to distinguish between normal (n = 68) and students with learning
disabilities (n = 72) in fourth grade. Three instruments were developed: perceptual-motor scale, hyperactivity
disorder scale, skills test neuropsychiatric. Eight schools were purposely chosen for their collaboration with the
College of Education at Sultan Qaboos University. The sample consists of 140 students (68 students with
learning disabilities and 73 normal students; 73 males). The results demonstrated a positive significant
correlation between perceptual-motor and neurological and psychological skills. In addition, a negative
significant correlation was found between hyperactivity disorder, perceptual-motor and neurological and
psychological skills. Using discriminate analysis, the study shows that the three developed measurements can
discriminate between normal students and students with learning disabilities. We recommend using the three
scales on students with learning disabilities for the purpose of early examination. There is a need to conduct a
similar study, with other scales, for better examinations.
... Similarly, SFL1 explained how the discovery of new word roots led to the learning of some new words (See Appendix Figure 4 and Table 3 as illustrations of the progress made by these students). This echoes the findings of Kindle (2009) that word knowledge can be enhanced through examples elicited from the learners. Essentially, with students' learning the relationship amongst words, they have a better opportunity to use the words accurately. ...
... Shared storybook reading is a particularly robust method by which to introduce vocabulary in an engaging context and facilitate rich dialogues about words and their usages. Several teams of researchers have provided evidence that rich instruction is a particularly effective method of vocabulary instruction for students in early and later primary grades (Baker, Simmons, & Kame'enui, 1998;Baumann & Kame'enui, 2003;Beauchat, Blamey, & Walpole, 2009;Beck et al., 1982;Beck & McKeown, 2007;Kindle, 2009). For example, Beck and McKeown (2007) investigated the vocabulary acquisition of kindergarten and first-grade students in the context of a rich instruction model versus a comparison condition in which incidental exposure to vocabulary occurred through daily read-alouds. ...
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g., before fourth grade), and even fewer addressed vocabulary intervention for students at increased risk for reading failure. In more recent work, researchers have begun to explore ways in which to diminish the “meaningful differences” in language achievement noted among children as they enter formal schooling. This article provides a review of a particularly effective model of vocabulary intervention based on shared storybook reading and situates this model in a context of tiered intervention, an emerging model of instructional design in the field of special education. In addition, we describe a quasi-experimental posttest-only study that examines the feasibility and effectiveness of the model for first-grade students. Participants were 224 first-grade students of whom 98 were identified as at risk for reading disability based on low levels of vocabulary. Results of a multivariate analysis of variance revealed significant differences on measures of target vocabulary knowledge at the receptive and context level, suggesting that students at risk for reading failure benefit significantly from a second tier of vocabulary instruction. Implications for classroom practice as well as future research are provided.
... Shared storybook reading is a particularly robust method by which to introduce vocabulary in an engaging context and facilitate rich dialogues about words and their usages. Several teams of researchers have provided evidence that rich instruction is a particularly effective method of vocabulary instruction for students in early and later primary grades (Baker, Simmons, & Kame'enui, 1998;Baumann & Kame'enui, 2003;Beauchat, Blamey, & Walpole, 2009;Beck et al., 1982;Beck & McKeown, 2007;Kindle, 2009). For example, Beck and McKeown (2007) investigated the vocabulary acquisition of kindergarten and first-grade students in the context of a rich instruction model versus a comparison condition in which incidental exposure to vocabulary occurred through daily read-alouds. ...
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research-based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research-based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test-III administered at pretest received additional small-group supplemental vocabulary intervention. Results of within-subjects comparisons indicated that, overall, at-risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom-based instruction. In addition, at-risk students who received the supplemental intervention demonstrated word-learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.
Moving the hands or chewing in the encoding stage enhances memory, because body movement activates the frontal cortex, which is crucial to the memory process. However, how hand movement facilitates word memory in an applied setting and whether it produces long-term effects remain unclear. Grade 1 students studied 15 new words through different strategies: fun hand movement, verbal repetition, listening (Study 1), copying words, and pure hand movement (Study 2). They recalled the words immediately, 25 minutes later, and 3 days later. Their memory performance was the best under the pure hand movement condition and the poorest under the verbal repetition and listening conditions. Moreover, the 3-day delayed recall was similar to the immediate recall under the pure hand movement condition, whereas recall decreased after 3 days in other conditions. These findings demonstrate effective strategies of word memory for vocabulary learning in classroom settings.
The aim of this study was: Identify best practices in teaching reading and treating reading difficulties in worldwide literature and effective Arabic language elementary school teachers. : Identify sources of best practices in the point view of teachers, developing Guide for best practices; research group consisted of 51 effective teachers .and 30 novice teachers ,the results were: there are 30 practices from literature ,14 practices from effective teachers, resources of best practices were: personal experience 57,14%،, in-service training 26,53 %, Guidance 12,24, preparation program 8%.,
The guide is effective in training novice Arabic teachers on best practices since (T) value is20.21 for the test , 9,6 for the observation card and it is significant at 0,01 level.
Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers' performance and/or students' achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers' performance and student vocabulary and reading comprehension achievement.
Aim
This study reports on an initiative to promote vocabulary development within three nurseries serving an area with high levels of multiple deprivation. Focusing on the use of books as a mechanism to introduce and extend children’s vocabulary, early years practitioners were trained and coached in the methodology of ‘Word Aware’. Concurrent efforts to engage parents in their children’s learning included the use of text alerts and information leaflets.
Method
Each nursery identified a children’s book to use as the focus for learning over a 4 week period. During this time staff were coached and supported as they put into practice the methodology of ‘Word Aware’. Four words from each book were selected and formed the basis around which learning opportunities were planned and delivered. These words formed the basis of the baseline and follow-up assessment with children.
Results
A bespoke vocabulary measure was used to collect data on children’s word knowledge pre- and post-intervention (N=91) and showed a statistically significant improvement at post-intervention follow-up. Feedback from nursery staff and parents showed very positive impact of the approach.
Limitations
Limitations of the research include the relatively small sample size and the short-term nature of the intervention. The robustness and reliability of the bespoke measure of vocabulary alongside the differing difficulty level of words chosen by each nursery are also limitations to be considered.
Conclusions
The use of ‘Word Aware’ shows promise as an intervention in increasing children’s vocabulary. The use of text alerts to encourage parental engagement in learning warrants greater use by educational establishments.
Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures.
This study utilized a quasi-experimental pre-/post-test
design to examine effect of teacher-mediated vocabulary discussions
during read alouds. Fourteen second grade students participated in
teacher-led discussions of new vocabulary in the context of the text and
their lives. They discussed examples, non-examples, and synonyms for the
targeted vocabulary. Fifteen comparison group students were incidentally
exposed to the words during read alouds. Data sources included a pre/posttest
multiple choice vocabulary assessment, open-ended vocabulary
assessment, and researcher log. The intervention group’s mean gain
vocabulary scores were significantly higher than the comparison group’s
scores which ultimately have a positive impact on their reading
comprehension indicating success of the intervention. Furthermore, the
intervention showed positive results for students regardless of assessed
reading ability levels.
http://www.gpejournal.org/index.php/GPEJ/article/viewFile/106/pdf
The main purpose of this study was to examine the vocabulary learning in productive and receptive skills by 181 grade 8 junior high students in Taiwan. The performance of students' vocabulary learning on four skills was indicated. The instrument included a vocabulary assessment test. There were 40 English words adopted from Kang Hsuan, Nani and Joy junior high school English textbooks. It involved four parts, listening, speaking, reading and writing. The results reported that significant differences were showed among students' four skills on vocabulary learning. Most subjects were good at listening to the sound of the words. On the other hand, most subjects were failed in pronouncing the English word. Pedagogical implications and suggestions were referred following.
Although early reading instruction focuses on phonemic awareness and the alphabetic principle, research indicates that reading comprehension strategies can be effectively taught to young students. Peer-reviewed studies that employed experimental or quasi-experimental designs and included children between the ages of five and nine, some of whom had disabilities or were determined to be at-risk for academic failure, were examined. Five categories of reading comprehension strategies (peer learning, self-questioning, story grammar and text structure, story mapping and graphic organizers, and vocabulary development) that have increased the reading comprehension abilities of young students were identified and discussed. Students appeared to be most successful when two or more strategies were combined. Instructional choices teachers might make in light of the current research are discussed.
English-Spanish cognates are words that are spelled similarly or identically and possess the same or nearly the same meanings in both languages. Many cognates are academic vocabulary words and are very common in content area textbooks. The primary purpose of this investigation was to obtain an estimate of the number of different cognates in picture books. Two studies of picture books were conducted to determine their English-Spanish cognate content. Both studies found significant numbers of cognates in the picture books. Furthermore, it was found that trade books written in Spanish contained more unique cognates than those written in English. Finally, a free online database of the picture books and their cognates was presented.
As teachers organize classroom schedules to meet curricular demands and time constraints, they strive to seek ways to motivate and sustain student engagement in quality vocabulary instruction, enjoyable learning experiences, and interesting informational books. This article addresses these concerns and describes a vocabulary acquisition strategy called the Generative Vocabulary Matrix (GVM). The GVM is an interactive concept organizer that scaffolds student engagement in meaning-making discourse to develop background knowledge. Teacher teams applied research on motivation and literacy to design a disciplinary science unit using a GVM as a tool for supporting conceptual understanding within a Learning Workshop context. Because learning activities resembled the language and practices that experts actually use in their field, including drawing from a richly structured schema, the GVM supports a disciplinary literacy approach for young learners.
With the constant barrage of media regarding the 35 million word gap, it is more important than ever to devise strategies for accelerating and sustaining young children's vocabulary development. The F.R.I.E.N.D.S. Vocabulary Model is a daily approach for early childhood educators to use as a means to increase vocabulary knowledge with the intended result being a narrowing of the vocabulary gap for at-risk students. The F.R.I.E.N.D.S. vocabulary model consists of seven components: (1) Fostering quality teacher and child conversations, (2) Rigorous and robust instruction, (3) Interactive storybook reading, (4) Engaging students in motivational vocabulary activities, (5) Numerous opportunities to practice new vocabulary, (6) Direct and explicit instruction, and (7) Sophisticated and rare words. The model is based on research, theory and classroom experience.
The new age of digital media and information technologies demands more complex interpretive meaning-making from readers than ever before. Early childhood teachers must therefore incorporate higher-level literacy instruction focused on interpretative meaning to prepare students to meet these increasing literacy demands. This study redesigned the kindergarten classroom read aloud into an instructional context for interpretive meaning-making, rather than only literal level comprehension, where the meaning was constructed through interactive discussion. This article presents four teacher instructional supports for early childhood read aloud discussions designed to foster student engagement in interpretive meaning-making. Integration of the instructional supports created a read aloud climate centered on co-construction of interpretive meaning among the teacher and her students.
Abstract This paper explores the existence of and relationship between a set of Spanish/English cognates that have the potential for assisting Spanish/English bilinguals’ experiences with science texts. Due to their common ancestral bond of Latin, Spanish and English share many cognates, including some that are highly frequent in Spanish but less frequent in English, specifically in science text. Consequently, Spanish/English bilinguals possess a linguistic resource that includes many words that, while commonplace in Spanish (e.g., enfermo), are reserved for scientific and academic registers in English (e.g., infirm). For first language Spanish students these words might well aid in accessing core English words and understandings of science texts. An analysis of the frequency of key vocabulary in three science units revealed a substantial number of these frequency-imbalanced cognate pairs; that is, the Spanish member has a higher frequency than the English counterpart. The Role of Cognates in Science 3 © 2005 Regents of the University of California. All rights reserved. Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science Vocabulary is unarguably a critical factor in building proficiency in reading. This role of
Read-alouds are a common component of literacy instruction. However, research on the method for providing read-alouds is limited. To determine if there was a common set of implementation practices, the authors examined the read-aloud practices of 25 teachers who were nominated by their administrators as experts. From these data, the authors identified several factors common to read-alouds. The authors then observed 100 additional teachers to determine how common each of these factors were in read-alouds.
Teaching vocabulary to primary grade children is essential. Previous studies of teaching vocabulary (word meanings) using story books in the primary grades reported gains of 20%–25% of word meanings taught. The present studies concern possible influences on word meaning acquisition during instruction (Study 1) and increasing the percentage and number of word meanings acquired (Study 2). Both studies were conducted in a working-class school with approximately 50% English-language learners. The regular classroom teachers worked with their whole classes in these studies. In Study 1, average gains of 12% of word meanings were obtained using repeated reading. Adding word explanations added a 10% gain for a total gain of 22%. Pretesting had no effect on gains. In Study 2, results showed learning of 41% of word meanings taught. At this rate of learning word meanings taught, it would be possible for children to learn 400 word meanings a year if 1,000 word meanings were taught. The feasibility of teaching vocabulary to primary grade children is discussed.
Keeping important text ideas in focus and scaffolding children's responses and ideas are keys to successful read-alouds.
A FRAMEWORK for conceptualizing the development of individual differences in reading ability is presented that synthesizes a great deal of the research literature. The framework places special emphasis on the effects of reading on cognitive development and on "bootstrapping" relationships involving reading. Of key importance are the concepts of reciprocal relationships-situations where the causal connection between reading ability and the efficiency of a cognitive process is bidirectional-and organism-environment correlation-the fact that differentially advantaged organisms are exposed to nonrandom distributions of environmental quality. Hypotheses are advanced to explain how these mechanisms operate to create rich-getricher and poor-get-poorer patterns of reading achievement. The framework is used to explicate some persisting problems in the literature on reading disability and to conceptualize remediation efforts in reading.
Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index
This chapter discusses word learning in the context of the whole child. It states that Lois Bloom stresses how word learning forms a part of language development and how language emerges out of a nexus of other developments in emotion, cognition, and social connectedness. It adds that Bloom presents her views as an antidote to the MIT perspective, which highlights a language acquisition device instead of a real child. It discusses that Bloom consistently argues that language development must not be studied in isolation as the acquisition of a formal system.
This study examined how providing either primary- or English-language storybooks for home reading followed by classroom storybook reading and vocabulary instruction in English influenced English vocabulary acquisition. Participants in the study were preschool children (N = 33), from low socioeconomic status families, whose primary language was either Hmong or Spanish. There were two 6-week sessions of home combined with classroom storybook reading. Children were randomized to either a primary- or English-language home storybook-reading treatment in the first session. In the second session, children switched treatment and participated in home storybook reading with books written in the alternate language. Children learned a substantial number of words from the combined home and classroom storybook-reading experiences. Home storybook reading in a primary language was at least as effective as home storybook reading in English for English vocabulary learning. Significant gains in vocabulary recognition were documented after home reading and again after classroom experiences in English. Family-caregiver participation in the parent-support part of the program rose from 50% to 80% between the two 6-week sessions. Family caregivers' English oral-language skills and the number of English-language children's books in the home were related to English vocabulary learning. Discussion focuses on the viability of combining primary- or second-language home storybook reading with second-language classroom storybook reading as a means to enhance second-language vocabulary learning.
Repeated interactive read-alouds, a systematic method of reading aloud, allow teachers to scaffold children's understanding of the book being read, model strategies for making inferences and explanations, and teach vocabulary and concepts. A storybook is read three times in slightly different ways in order to increase the amount and quality of children's analytical talk as they answer carefully crafted questions. During the first reading, teachers introduce the story's problem, insert comments, ask a few key questions, and finally ask a “why” question calling for extended explanation. This is accompanied by elaborations on a few key vocabulary words. Second reads capitalize on children's growing comprehension of the story by providing enriched vocabulary explanations and asking additional inference and explanation questions. Third reads consist of guided reconstruction of the story in which children recount information as well as provide explanations and commentary.These techniques have shown to be effective in increasing children's engagement, understanding, and appreciation of literature in preschool and kindergarten settings.
In this study we examined the effects of 3 conditions on students' vocabulary acquisition: listening to stories with a brief explanation of the unfamiliar target words, listening to stories with no explanation of the words, and having no exposure to the stories or vocabulary (the control condition). Each story was read over a period of 5 school days. All 3 groups were given a pretest and posttest for each story. 6 weeks later a delayed posttest was administered on the words from both stories. A total of 175 fourth graders from 6 classrooms in 2 urban elementary schools participated in the study. Students who listened to 2 stories along with a brief explanation of target words learned significantly more new words and remembered them better 6 weeks later than students who heard stories with no explanation of the words and students in the control group. Offering simple explanations of words in the context of an interesting story is discussed as a practical and effective method of vocabulary instruction.
As this publication is a full book, it cannot be freely shared. If you wold like to purchase a copy, you can do so at https://www.guilford.com/books/Bringing-Words-to-Life/Beck-McKeown-Kucan/9781462508167
In this experiment, 23 preschool children participated in two adult–child shared storybook reading sessions over a 1-week period. The objective was to characterize the influence of various conditions of word exposure upon children's receptive and expressive learning of novel words occurring within storybook reading interactions. Specifically, the effects of two contrasting conditions were examined: (a) adults' questioning versus labeling of novel words, and (b) adults' use of perceptual versus conceptual questions about novel words. Results suggested that adults' labeling of novel words facilitated children's receptive word learning more so than questioning; however, this effect was not observed for expressive word learning. Results also suggested no difference in receptive or expressive word learning as a result of conceptual versus perceptual questions. Implications of these findings are discussed.
Effects of just reading, performance reading, and interactional reading-aloud styles on learning were assessed for 117 1st graders and 129 3rd graders. Preservice teachers, trained and guided by scripted procedures, read 2 informational storybooks to students using 1 of the styles. Multivariate analyses of variance and univariate tests showed that reading-aloud styles produced statistically significant effects on vocabulary acquisition and comprehension and similar results at each grade level. Differences in comprehension means for reading style treatments were statistically significant for 1 book only. Vocabulary acquisition was facilitated more by interactional reading than performance reading. Both verbally mediated styles resulted in greater vocabulary learning than just reading. Results extend previous findings on reading-aloud styles and are congruent with sociolinguistic and transactional theories. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes principled, research-based ways to consider vocabulary instruction. Discussed are the relation between vocabulary knowledge and reading comprehension, the roles of direct instruction and incidental acquisition of word meanings, and approaches to vocabulary instruction (definitional, contextual, conceptual) in relation to learning new words and to improving comprehension. It is suggested that the definitional and contextual approaches used alone are not as effective as a combination. The conceptual approach builds more thorough word knowledge and is more likely to affect comprehension, but it is time consuming in terms of teacher preparation and allocated class time. This type of instruction is recommended for words crucial to understanding a text. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The effects of adult questioning on children’s novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children’s novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children’s active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.
The extant literature suggests that exposure to novel vocabulary words through repeated readings of storybooks influences children's word learning, and that adult elaboration of words in context can accelerate vocabulary growth. This study examined the influence of small-group storybook reading sessions on the acquisition of vocabulary words for at-risk kindergartners, and the impact of word elaboration on learning. An additional goal was to study differential responses to treatment for children with high versus low vocabulary skill.
Using a pretest-posttest comparison group research design, 57 kindergartners were randomly assigned to a treatment (n = 29) or comparison (n = 28) group. Children were also differentiated into high (n = 31) versus low (n = 26) vocabulary skill groups using scores on a standardized receptive vocabulary test. Children in the treatment group completed 20 small-group storybook reading sessions during which they were exposed to 60 novel words randomly assigned to non-elaborated and elaborated conditions. Pre- and posttest examined the quality of children's definitions for the 60 novel words.
Overall, word-learning gains were modest. Children in the treatment group made significantly greater gains in elaborated words relative to children in the comparison group; no influence of storybook reading exposure was seen for non-elaborated words. Children with low vocabulary scores made the greatest gains on elaborated words.
Suggestions are offered for using storybooks as a clinical tool for fostering vocabulary development. As an efficacy study, results should inform future applied research on word learning for at-risk children.
Most vocabulary is learned from context The nature of vocabu-lary acquisition
- R J Sternberg
Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.C. McKeown & M.E. Curtis (Eds.), The nature of vocabu-lary acquisition (pp. 89–105). Hillsdale, NJ: Erlbaum.
Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher Effects of teach-ers' reading-aloud styles on vocabulary comprehension in the early elementary grades
- D Fisher
- J Flood
- D Lapp
- N E Frey
- C Lynch-Brown
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8–17. doi:10.1598/RT.58.1.1 Green Brabham, E., & Lynch-Brown, C. (2002). Effects of teach-ers' reading-aloud styles on vocabulary comprehension in the early elementary grades. Journal of Educational Psychology, 94(3), 465–473. doi:10.1037/0022-0663.94.3.465
Theory and practice in vocabu-lary learning and instruction. The Elementary School Journal doi:10.1086/461561 International Reading Association & National Association for the Education of Young Children Learning to read and write: Developmentally appropriate practices for young chil-dren
- P A Herman
- J Dole
Herman, P.A., & Dole, J. (1988). Theory and practice in vocabu-lary learning and instruction. The Elementary School Journal, 89(1), 42–54. doi:10.1086/461561 International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young chil-dren. Newark, DE: International Reading Association.
Sarah, plain and tall. New York: Harper-Trophy. Kindle teaches at the University of Missouri–Kansas City, USA; e-mail kindlek@umkc
- P Maclachlan
MacLachlan, P. (1985). Sarah, plain and tall. New York: Harper-Trophy. Kindle teaches at the University of Missouri–Kansas City, USA; e-mail kindlek@umkc.edu.
Evidence-based instruction in reading: A professional development guide to vo-cabulary
- E Newton
- N D Padak
- T V Rasinski
Newton, E., Padak, N.D., & Rasinski, T.V. (2008). Evidence-based instruction in reading: A professional development guide to vo-cabulary. Boston, MA: Pearson Education.
Different ways for different goals, but keep your eye on the higher verbal goals
- I L Beck
- M G Mckeown
Beck, I.L., & McKeown, M.G. (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R.K.
Research on vocabulary instruction
- J F Baumann
- E J Kame'enui
- G E Ash
Baumann, J.F., Kame'enui, E.J., & Ash, G.E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp, J.R. Squire, & J.M. Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 752–785). Mahwah, NJ: Erlbaum. Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10–20.
Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science Vocabulary acquisition: Implications for reading comprehension (pp. 140–156) Vocabulary acquisition from listening to stories and explanations of target words
- M A Bravo
- E H Hiebert
- P D Pearson
Bravo, M.A., Hiebert, E.H., & Pearson, P.D. (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 140–156). New York: Guilford. Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96(4), 415–422. doi:10.1086/461836
Qualitative data analysis for educational research: A guide to uses of systematic networks Croon Helm
- J Bliss
- M Monk
- J Ogborn
Evidence-based instruction in reading: A professional development guide to vocabulary Pearson Education
- E Newton
- N D Padak
- T V Rasinski
Leonardo and the flying boy: A story about Leonardo da Vinci Barron's Educational Books
- L Anholt
Most vocabulary is learned from context M.C. McKeown M.E. Curtis The nature of vocabulary acquisition
- R J Sternberg
Duck for president Atheneum
- D Cronin