Optimizing Vocabulary Instruction for Preschool Children

IF 1.5 4区医学 Q2 EDUCATION, SPECIAL

Journal of Early Intervention Pub Date : 2022-08-17 DOI:10.1177/10538151221116596

Keri M. Madsen, Lindsey Peters-Sanders, E. Kelley, R. M. Barker, Yagmur Seven, Wendy L. Olsen, Xigrid Soto-Boykin, H. Goldstein

引用次数: 4

Abstract

A cluster randomized design was used to investigate the effects of the Story Friends vocabulary curriculum on learning of 84 preschoolers in 24 classrooms who were at risk for language difficulties. Children in the treatment condition received explicit vocabulary instruction of 36 words during small-group storybook listening centers with extended practice opportunities in the classroom and at home. Children in the comparison condition were exposed to the same words in stories without explicit instruction or extended practice. Children (n = 16) with average or above language skills from six treatment classrooms were included to examine the impact of extended practice. Children at risk in treatment classrooms learned significantly more words (52%) than children at risk in comparison classrooms (12%). Children not at risk learned vocabulary equal to children at risk. A tiered approach to implementing Story Friends appears feasible for enhancing the vocabulary learning of preschoolers with and without language delays.

查看原文本刊更多论文

学前儿童词汇教学的优化

采用聚类随机设计研究了故事朋友词汇课程对24个班级84名存在语言困难风险的学龄前儿童学习的影响。治疗组儿童在小组故事书听力中心接受36个单词的显性词汇教学，并在课堂和家庭中有更多的练习机会。在比较条件下，孩子们在没有明确指导或延长练习的情况下接触故事中相同的单词。来自6个治疗教室的语言能力中等或以上的儿童(n = 16)被纳入研究，以检查扩展实践的影响。在治疗教室的风险儿童比在比较教室的风险儿童(12%)学习了更多的单词(52%)。没有风险的孩子和有风险的孩子一样学习词汇。一个分层的方法来实施故事朋友似乎是可行的，以提高学龄前儿童的词汇学习有或没有语言迟缓。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Early Intervention Multiple-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： The Journal of Early Intervention (JEI) publishes articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is defined broadly as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities. The childhood years in which early intervention might occur begin at birth, or before birth for some prevention programs, and extend through the years in which children traditionally begin elementary school.