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={Laura M. Justice}, journal={Reading Psychology}, year={2002}, volume={23}, pages={106 - 87} }
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…
113 Citations
The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers
- Psychology, Education
- 2006
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…
Impact of Adult Vocabulary Noneliciting and Eliciting Questions on the Novel Vocabulary Acquisition of Preschoolers Enrolled in Head Start
- Education, Linguistics
- 2013
A variety of adult questioning styles may accompany shared storybook reading to help preschoolers' word learning. This experiment utilized a blocked randomized design to investigate the impact of two…
Preschoolers’ Incidental Learning of Novel Words During Storybook Reading
- Linguistics
- 2011
This investigation examined the ability of 44 preschool children to acquire novel words embedded in storybook contexts. Previous investigations of word learning have typically consisted of novel…
The Effects of Shared Storybook Reading on Word Learning: A Meta-Analysis
- PsychologyCogSci
- 2017
A meta-analysis of 38 studies with 2,455 children investigating how reading styles, story repetitions, tokens and related factors moderate children’s word comprehension, while adjusting for the number of target words identifies story repetition and word types as topics which merit further research.
Shared Book Reading and Word Learning in Preschool Children
- Psychology
- 2016
Shared story reading is an effective way to promote the learning of vocabulary for children, however, the basic processes involved in this learning have yet to be clarifi ed. The aim of this study…
Shared book reading: When and how questions affect young children's word learning.
- Psychology
- 2009
Shared book reading, and the conversation that accompanies it, can facilitate young children's vocabulary growth. To identify the features of extratextual questions that help 3-year-olds learn…
Preschoolers’ word learning and story comprehension during shared book reading
- Psychology, Education
- 2017
The role of attention in word learning from shared storybook readings
- Psychology, Education
- 2018
Shared storybook readings with an adult provide children with opportunities to imagine different worlds, experiment with new ideas and be inspired. Existing research shows that shared storybook…
The Effects on Vocabulary Learning in Preschool Children Depending on Adult’s Reading Strategies
- EducationJournal of speech-language & hearing disorders
- 2019
Purpose : The purpose of this study is to investigate which reading strategy is effective for preschool children to learn words. The strategies from the review of previous studies were eliciting…
References
SHOWING 1-10 OF 33 REFERENCES
The differential effect of storybook reading on preschoolers' acquisition of expressive and receptive vocabulary.
- Psychology, EducationJournal of child language
- 1997
It is suggested that, under certain conditions, didactic techniques used by adults have differential effects on preschoolers' receptive and expressive vocabulary.
Individual Differences in 4-Year-Old Children's Acquisition of Vocabulary during Storybook Reading.
- Psychology
- 1995
Two experiments were conducted to assess how children who differ in vocabulary knowledge learn new vocabulary incidentally from listening to stories read aloud. In both experiments, 4-year-old…
Knowledge of storybooks as a predictor of young children's vocabulary.
- Psychology, Education
- 1996
Shared book reading provides a rich source of linguistic stimulation for young children. The authors examined whether variations in knowledge of storybooks (assumed to index factors such as frequency…
Reading storybooks to kindergartners helps them learn new vocabulary words.
- Education, Psychology
- 1994
In sessions conducted individually, kindergartners who were nonreaders listened to an adult read the same storybook twice, 24 days apart, and then completed a posttest measuring their knowledge of…
Joint reading between mothers and their head start children: Vocabulary development in two text formats
- Psychology
- 1994
The intent of this study was to examine the ways in which Head Start children's vocabulary was developed when they and their mothers engaged in joint reading contexts. Nineteen dyads were observed…
KINDERGARTENERS' VOCABULARY ACQUISITION AS A FUNCTION OF ACTIVE VS. PASSIVE STORYBOOK READING, PRIOR VOCABULARY, AND WORKING MEMORY
- Psychology, Linguistics
- 1999
An experimental design was used to investigate the effect of active versus passive storybook reading conditions on the vocabulary acquisition of kindergarteners who differed in level of prior…
Child meets word: "fast mapping" in preschool children.
- LinguisticsJournal of speech and hearing research
- 1985
Normal preschoolers appear to create fast mappings containing a great deal of linguistic and nonlinguistic information on the basis of even brief, casual encounters with new words.
Learning words through overhearing.
- PsychologyChild development
- 2001
It is demonstrated that 2-year-olds can acquire novel words from overheard speech, and the active role played by toddlers in vocabulary acquisition is highlighted.
Accelerating language development through picture book reading: replication and extension to a videotape training format
- Education, Psychology
- 1994
G. J. Whitehurst et al. (1988) taught mothers specific interactive techniques to use when reading picture books with their preschool-age children. This intervention program, called dialogic reading,…
Turn the page please: situation-specific language acquisition *
- Linguistics
- 1983
ABSTRACT The present paper investigates a strategy for language acquisition adopted by one child, and the usefulness of book-reading in supporting that strategy. Conversations between this child and…