WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING

@article{Justice2002WORDEC,
  title={WORD EXPOSURE CONDITIONS AND PRESCHOOLERS' NOVEL WORD LEARNING DURING SHARED STORYBOOK READING},
  author={L. Justice},
  journal={Reading Psychology},
  year={2002},
  volume={23},
  pages={106 - 87}
}
  • L. Justice
  • Published 2002
  • Psychology
  • Reading Psychology
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… Expand
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104 Citations
Highly Influential Citations
22
Background Citations
55
Methods Citations
13
Results Citations
11

104 Citations

Citation Type

Citation Type

The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers
Impact of Adult Vocabulary Noneliciting and Eliciting Questions on the Novel Vocabulary Acquisition of Preschoolers Enrolled in Head Start
Preschoolers’ Incidental Learning of Novel Words During Storybook Reading
The Effects of Shared Storybook Reading on Word Learning: A Meta-Analysis
Shared Book Reading and Word Learning in Preschool Children
Shared book reading: When and how questions affect young children's word learning.
Preschoolers’ word learning and story comprehension during shared book reading
The role of attention in word learning from shared storybook readings
The Effects on Vocabulary Learning in Preschool Children depending on Adult’s Reading Strategies
Shared-reading in small groups: Examining the effects of question demand level and placement
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