Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities

Leung, Cynthia B.

doi:10.1080/02702710801964090

Cited by 90 publications

(70 citation statements)

References 18 publications

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“…In the last five years, researchers have focused on developing multiple-method vocabulary interventions in early childhood classrooms, with a particular focus on supporting children who have less than average vocabulary knowledge (Coyne, Simmons, & Kame'enui, 2004;DeBaryshe & Gorecki, 2007;French, 2004;Labbo, Love, & Ryan, 2007;Leung, 2008;Neuman, Dwyer, & Newman, 2008;Nielsen, 2008;Paulson et al, 2004;Schwanenflugel et al, 2005;Wasik & Bond, 2001;Wasik, Bond, & Hindman, 2006). These interventions have included different combinations of methods, including purposeful word exposure, direct teaching of word meanings, and activities that provide opportunities to review or produce vocabulary.…”

Section: Multiple-methods Interventionsmentioning

confidence: 97%

“…Dunn and Dunn's (1997) Peabody Picture Vocabulary Test, 3rd edition (PPVT-III) was the most widely adopted instrument used to assess changes in receptive vocabulary knowledge (French, 2004;Leung, 2008;Schwanenflugel et al, 2005;Wasik et al, 2006). To study changes in expressive vocabulary knowledge, researchers used either Williams's (1997) Expressive Vocabulary Test (EVT) (Leung, 2008;Schwanenflugel et al, 2005) or Brownell's (2000) Expressive One Word Picture Vocabulary Test, 3rd edition (EOWPVT-III) (DeBaryshe & Gorecki, 2007;Wasik et al, 2006). Paulson et al (2004) assessed growth by studying changes in the number of novel root words in children's oral language samples.…”

Section: Multiple-methods Vocabulary Interventionsmentioning

confidence: 99%

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Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

Christ

Wang

2011

Reading Psychology

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Our qualitative literature review of 31 published studies found that (a) three major approaches are used in early childhood classrooms to support children's vocabulary learning-exposing children to advanced words, providing direct word-meaning instruction, and employing mixed-method interventions; (b) these practices support children's learning of targeted vocabulary words and/or general vocabulary knowledge gains, but various methods have differential impacts on children's depth of word knowledge; and (c) theme-based multimethod interventions are the most likely approach to close the gap. Based on these findings, we suggest future research directions and discuss implications for classroom practice.Vocabulary knowledge (i.e., knowing the meanings of words) is critical to supporting school success because it is highly predictive of future reading comprehension ability (Biemiller, 2003;Hart & Risley, 1995). Unfortunately, children from lower-socioeconomic status (SES) circumstances often come to school with significantly less vocabulary knowledge than their higher-SES counterparts. For example, Hart and Risley (1995) found that, by age 3, there was already a knowledge gap-high-SES students knew 600 more words, on average, than low-SES students. The vocabulary gap is not just quantitative in nature, but it is also qualitative. Curtis (1987) found that students who possessed less breadth of vocabulary knowledge (i.e., knew fewer numbers of word meanings) also demonstrated less depth of vocabulary knowledge for familiar words (i.e., knew less about each word's

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Section: Multiple-methods Interventionsmentioning

confidence: 97%

Section: Multiple-methods Vocabulary Interventionsmentioning

confidence: 99%

Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

Christ

Wang

2011

Reading Psychology

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“…Mol et al's (2009) meta-analysis on the impact of interactive reading found that, despite the mediocre influence observed on the expressive vocabulary, the programs implemented would be rather more useful for expressive vocabulary, as the programs would focus rather on revealing and strengthening the children's verbal responses. Leung (2008) noted that the standard test scores for receptive and expressive language vocabulary could vary with reference to variables such as oral reading activities and the texts read.…”

Section: The Teachers Were Presented With Semi-structured Interview Qmentioning

confidence: 99%

“…The practices with the families and teachers usually revealed positive impact of book reading on the vocabulary acquisition and preparation for literacy on part of the children. The studies employing interactive reading and reading aloud activities regarding specific fields of content (Morrow et al, 1997;French, 2004;Leung, 2008;Gonzalez et al, 2011), on the other hand, are rather limited in numbers, and the studies have a positive effect on the receptive and expressive language development on part of the children. Building on a review of the literature and research results, the present study intends to investigate the influence of the interactive story reading method on the receptive and expressive language development among children.…”

Section: Introductionmentioning

confidence: 99%

Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children

Okyay¹

2017

EUROPEAN J ED RES

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This study aims to review the impact of the interactive story reading method on 48-72 month children's vocabulary based on receptive and expressive language. The study group is 52 children in the 48-72 months age group at the nurseries of primary schools at Ankara province. The research employed a combined pattern analyzing both quantitative and qualitative data. The data were collected via "General Information Form" ,"Expressive and Receptive Language Test in Turkish (TIFALDI)" developed under the leadership of Gul Guven and Berument The "Teacher Observation Form", the "Teacher Interview Form" and the "Family Interview Form". In conclusion of the study, a significant difference in favor of the experiment group in the posttest was observed with respect to average posttest scores of experiment and control groups, following the implementation of the Interactive Story Reading Program. The comparison of the follow-up test and pretest score averages revealed a significantly high value in favor of the total for the follow-up test for the children in the experiment group. The agreement among the forms filled out by two observers with reference to the results of the observation and video analysis regarding the implementation of the "Interactive Story Reading Method" by the teachers, was assessed to be good/very good agreement. In the light of these results it can be said that the interactive story reading method have a fundamental impact on receptive and expressive vocabulary knowledge of 48-72 months old children.

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“…Hands-on experiments improve students' academic success, allow them to develop positive attitudes towards science (Bredderman, 1983;Shymansky, Kyle, & Alport, 1983;Shymansky, Hedges, & Woodworth, 1990;Turpin, 2000;Yu & Bethel, 1991), and facilitate students' learning of science concepts. These experiments also help them to acquire problem solving and scientific thinking skills (Leung, 2008). These activities develop science process skills and an understanding of the nature of science (Başdaş, 2007).…”

Section: Students Learning Through Investigationsmentioning

confidence: 99%

Rural Turkish Students’ Reactions to Learning Science in a Mobile Laboratory

2016

EDUC SCI-THEOR PRACT

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The inadequacy of experimental activities (or lack of equipment) in science courses in rural parts of Turkey negatively effects students' acquisition of scientific thinking and inquiry skills. The fact that success rates are notably low in international assessments demonstrates the necessity to adopt "different" approaches apart from the existing learning and teaching methods. From this point of view, a mobile science laboratory (MSL) was constructed to deliver outreach activities in the rural outskirts of a city in Turkey. Experimental activities were carried out in this laboratory for six months with 324 middle school students who responded to survey questions. The research was designed with multimethod: A combination of quantitative and qualitative data-collection strategies was used. The first part has 25 five-point closed-ended Likert-scale items, and the second part has two open-ended questions. The results of the study show that the students in the rural areas were pleased with the

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Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities

Cited by 90 publications

References 18 publications

Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

Closing the Vocabulary Gap?: A Review of Research on Early Childhood Vocabulary Practices

Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children

Rural Turkish Students’ Reactions to Learning Science in a Mobile Laboratory

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