Effects of Robust Vocabulary Instruction and Multicultural Text on the Development of Word Knowledge Among African American Children

Lovelace, Sherri; Stewart, Sharon R.

doi:10.1044/1058-0360(2008/08-0023)

Cited by 14 publications

(4 citation statements)

References 36 publications

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“…However, these data also replicate results from other studies, which indicate that a Robust Vocabulary Intervention approach increases semantic knowledge for taught words (e.g. Apthorp, Randel, Cherasaro, Clark, McKeown, & Beck, 2012;Lovelace & Stewart, 2009;Beck & McKeown, 2007;Beck et al 1982;McKeown et al 1985).…”

Section: Discussionsupporting

confidence: 84%

“…There is ample evidence that direct vocabulary instruction with school age children results in increases in semantic knowledge of words (Apthorp, 2006;Apthorp et al, 2012;Biemiller & Boote, 2006;Lawrence, Capotosto, Branum-Martin, White, & Snow, 2012;Lesaux, Kieffer, Kelley, & Harris, 2014;Loftus, Coyne, McCoach, Zipoli, & Pullen, 2010;Lovelace & Stewart, 2009;McKeown & Beck, 2014;McKeown et al, 1985;Pullen, Tuckwiller, Konold, Maynard, & Coyne, 2010;Zipoli, Coyne, & McCoach, 2011). In particular, the following characteristics of instruction have been identified as resulting in greater gains in word knowledge: providing examples of the word's use in multiple contexts (Biemiller & Boote, 2006;Bolger, Balass, Landen, & Perfetti, 2008;McKeown et al, 1985), multiple exposures to the word (Biemiller & Boote, 2006;McKeown et al, 1985), activities that require greater depth of processing about the word meaning (Beck et al, 1987;McKeown & Beck, 2014;Zipoli et al, 2011), and extension activities outside the classroom (McKeown et al, 1985).…”

Section: Vocabulary Interventionmentioning

confidence: 99%

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Lexical semantic richness

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Section: Discussionsupporting

confidence: 84%

Section: Vocabulary Interventionmentioning

confidence: 99%

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Duff¹

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“…Future projects could investigate the effect when books are responsive to a specific cultural background (e.g. Lovelace and Stewart, 2009). One limitation was the multiple formats involved in the intervention; the e-book format may have introduced variability in the reported effects.…”

Section: Resultsmentioning

confidence: 99%

Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning

Leacox

Jackson

2012

Journal of Early Childhood Literacy

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This study examined preschool and kindergarten English language learners (ELLs) attending a migrant summer programme and their vocabulary word learning during both adult-read and technology-enhanced repeated readings. In a within-subject design, 24 ELLs (four to six years old) engaged in repeated readings in a control and a treatment condition. In the control condition, small groups of children listened to an adult-read storybook, reading in English with incidental vocabulary exposure. In the treatment condition, a technology-enhanced English shared reading with Spanishbridging vocabulary instruction (TESB) was provided with adult mediation in an electronic book (e-book). TESB consisted of multiple vocabulary strategies including a preview of target vocabulary words and audio-recorded Spanish vocabulary definitions embedded throughout the e-book. Research suggests that even brief vocabulary interventions increase word learning (NICHHD, 2000), and accordingly, results have revealed that children make gains in both conditions through incidental exposure (Elley, 1989) and explicit vocabulary instruction (Biemiller and Boote, 2006). Significantly, more word learning gains were made in the TESB treatment condition than in the adult reading condition, as measured by researcher-developed tasks on English receptive knowledge and English naming performance. Significant pre-to post-test differences demonstrated modest growth. Educational implications are discussed, as even short interventions can lead to vocabulary gains using vocabulary strategies to support learning.

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“…Reading storybooks can be a powerful learning experience, frequently providing richer language models than are found in conversation (Montag, 2019). Moreover, interactive book reading has the ability to facilitate meaningful communication exchanges and the ability to expand children's language skills (Dickinson et al, 2012;Lovelace & Stewart, 2009) and is a commonly recommended practice (Kaderavek & Justice, 2002).…”

Section: Slps and Intentional Selection Of Diverse Booksmentioning

confidence: 99%

Turn the Page, Speech-Language Pathologists: Adequate, Authentic, and Accurate Representation as a Consideration in the Selection of Picture Books for Use in Treatment

Harris

Horne

2021

LSHSS

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Purpose This tutorial discusses what it means to be a culturally responsive speech-language pathologist (SLP) and then grounds this discussion in strategies that SLPs can engage in to diversify the books and other materials that they use in clinical practice. Method We motivate the tutorial by reviewing policy statements and theoretical information from allied literature. Then, we suggest some ways that SLPs can reflect on their practice to enact an antiracist/culturally responsive approach to treatment, taking the selection of children's literature up as a particular example. We identified strategies that have been suggested across a variety of fields and illustrate these strategies with examples. We both provide recommendations for how to select picture books and also suggest ways to implement these suggestions with accountability. Conclusions There is a need for SLPs to reflect on how to be culturally responsive in their practice and to review their materials selection practices with regard to how materials reflect the composition of their caseloads. As a predominantly White profession serving diverse caseloads, we have an ethical obligation to review our choice of materials and align them with culturally responsive practices.

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Effects of Robust Vocabulary Instruction and Multicultural Text on the Development of Word Knowledge Among African American Children

Cited by 14 publications

References 36 publications

Lexical semantic richness

Lexical semantic richness

Spanish vocabulary-bridging technology-enhanced instruction for young English language learners’ word learning

Turn the Page, Speech-Language Pathologists: Adequate, Authentic, and Accurate Representation as a Consideration in the Selection of Picture Books for Use in Treatment

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