Learning Words: Large Group Time as a Vocabulary Development Opportunity

Han, Myae; Roskos, Kathleen A.; Christie, James F.; Mandzuk, Sonia; Vukelich, Carol

doi:10.1080/02568540509595075

Cited by 23 publications

(19 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Correlational studies have shown associations between quality and quantity of teacher language use and children's language skills (e.g., Huttenlocher, Vasilyeva, Cymerman, & Levine, 2002;Reese & Cox, 1999;Weizman & Snow, 2001), and experimental studies have shown that increases in teacher use of specific language structures or functions impact aspects of children's language comprehension and expression (e.g., Han, Roskos, Christie, Mandzuk, & Vukelich, 2005;Justice, Meier, & Walpole, 2005). Of relevance to this research are studies showing that the conceptual complexity of teacher language directly relates to children's receptive and expressive language skills (Wasik & Bond, 2001;Wasik, Bond, & Hindman, 2006).…”

Section: Teacher-child Conversation and Children's Language Developmentmentioning

confidence: 98%

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Massey

Pence

Justice

et al. 2008

Early Education & Development

119

View full text Add to dashboard Cite

Section: Teacher-child Conversation and Children's Language Developmentmentioning

confidence: 98%

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Massey

Pence

Justice

et al. 2008

Early Education & Development

119

View full text Add to dashboard Cite

“…Moreover, studies have found a strong association between young children's vocabulary knowledge and their exposure to different word types in mother-child conversations (Pan, Rowe, Singer, & Snow, 2005), to low-frequency words in mother-child conversations (Beals, 1997;Weizman & Snow, 2001) and to vocabulary richness in teacher talk in the preschool classroom (Dickinson, 2001;Han, Roskos, Christie, Mandzuk, & Vukelich, 2005), suggesting that children acquire larger vocabularies as a result of exposure to diverse and rare words, not just exposure to a lot of talk. Finally, recent studies have explored word learning as embedded in discursive contexts, which may support children's inferences about relevant word meaning.…”

Section: Relationships Between Exposure and Acquisitionmentioning

confidence: 97%

Turkish‐speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills

Aukrust

2008

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

This study explored relationships between characteristics of classroom talk exposure and immigrant first graders' acquisition of second language oral skills (vocabulary and listening comprehension) and literacy skills. Twenty-six children (mean age56.10 years) with Turkish as their first language and Norwegian as their second, attending various multilingual and ethnically diverse classrooms in Norway, were videotaped during classroom conversations. Classroom talk was coded for vocabulary richness, discursive complexity and emergent phonics talk and the children's oral language and literacy skills were assessed. Classroom vocabulary richness and discursive complexity predicted the children's second language vocabulary skills and listening comprehension after controlling for maternal education, but did not predict their literacy skills. The density of emergent phonics talk did not predict target children's code-related skills in this sample. Applied perspectives related to second language learning in multiparty settings are discussed.

show abstract

“…In a more recent observational study of prekindergarten classrooms, Han, Roskos, Christie, Mandzuk, and Vukelich (2005) compared the language-learning environment in classrooms of teachers using two different curricula, which they implemented during circle time. In this study, circle time included read-alouds as well as other large-group activities.…”

Section: Vocabulary Instruction Practicesmentioning

confidence: 99%

Vocabulary Practices in Prekindergarten and Kindergarten Classrooms

Silverman

Crandell

2010

Reading Research Quarterly

View full text Add to dashboard Cite

This paper presents findings from a correlational study of the relationship between teachers' vocabulary instruction practices and pre‐kindergarten and kindergarten children's vocabulary. We observed sixteen teachers during three 90‐minute language arts blocks, and we assessed the performance of their 244 children on knowledge of target words and general vocabulary knowledge at the beginning and end of the year. Classrooms were observed during read aloud time and non‐read aloud time. Results suggest that there are particular practices that are generally associated with higher vocabulary performance. Additionally, there are some practices that appear associated with greater growth in vocabulary for children with higher initial vocabulary knowledge than for children with lower initial vocabulary knowledge. This study also shows that the effectiveness of some practices may be related to whether teachers use the practices during read aloud time or during the non‐read aloud time of their language arts block and whether children are assessed on general vocabulary knowledge or target vocabulary knowledge. [Note: Rebecca Silverman discusses the research presented in this article in a podcast from the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/41106.] لقد تقدم هذه الورقة نتائج من دراسة ارتباطية بشأن العلاقة بين ممارسات تعليم المفردات لدى المعلمين وقاعدة المفردات لدى أطفال الروضة وما قبلها. وقد راقبنا ستة عشر معلماً خلال ثلاثة دروس لغوية فنية مدتها 90 دقيقة وقيمنا أداء طلابهم الـ244 من حيث معرفة الكلمات المستهدفة ومعرفة المفردات العامة في بداية السنة ونهايتها فقد تمت مراقبة الصفوف في فترة القراءة الجهرية والصامتة. وتقترح النتائج أن هنالك ممارسات معينة متعلقة بأداء المفردات العالي بشكل عام. وبالإضافة إلى ذلك يوجد هنالك بعض الممارسات التي تبدو متعلقة بأعظم نمو في المفردات عند الأطفال مع معرفة أعلى من المفردات في البداية من الأطفال مع معرفة أقل من المفردات في البداية. وتعرض هذه الدراسة أيضاً أن فعالية بعض الممارسات قد تتعلق بإذا استخدم المعلمون الممارسات في فترة القراءة الجهرية أو في فترة القراءة الصامتة من درسهم اللغوي الفني وإذا تم تقييم الأطفال على أساس معرفة المفردات العامة أو معرفة المفردات المستهدفة. [Podcast: http://www.voiceofliteracy.org/posts/41106.] 本文报告一项相关性研究的结果，该研究是有关教师的词汇教学实施与幼儿园前及幼儿园儿童的词汇之间的相关性关系。研究者观察了十六位教师的三节90分钟语言科课堂，并在学年开始及结束时评估了244名儿童对目标单词和普通词汇的认识。观课是在课堂上朗读时间和非朗读时间中进行。研究结果显示，有些特定的教学实施普遍地与较高词汇成绩有关联。另外，有些教学实施，与原本已有较高词汇知识的儿童比原本只有较少知识的儿童得到较大的词汇增长，似乎是有关联的。这项研究并且显示，有些教学实施的效能，可能与教师是否在语言科课堂的朗读时间或非朗读时间中使用这些教学实施是有关联的，也可能与是否评估儿童的目标单词知识或普通词汇知识是有关联的。 [Podcast: http://www.voiceofliteracy.org/posts/41106.] Ce texte présente les résultats d'une étude corrélationnelle de la relation entre les pratiques d'enseignement du vocabulaire et le vocabulaire des enfants de pré‐jardins d'enfants et de jardins d'enfants. Nous avons observé seize enseignants pendant des séquences de langue de 90 minutes et nous avons évalué les résultats de leurs 224 enfants sur leur connaissance des mots cibles et leur connaissance du vocabulaire en général au commencement et à la fin de l'année. Les observations en classe on...

show abstract

Learning Words: Large Group Time as a Vocabulary Development Opportunity

Cited by 23 publications

References 9 publications

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts

Turkish‐speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills

Vocabulary Practices in Prekindergarten and Kindergarten Classrooms

Contact Info

Product

Resources

About