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Shared-reading in small groups: Examining the effects of question demand level and placement
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More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
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The effects of questions during shared-reading: Do demand-level and placement really matter?
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Fine motor skills and mental imagery: Is it all in the mind?
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Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary
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Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches
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Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling
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From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension
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Fine Motor Skills Enhance Lexical Processing of Embodied Vocabulary: A Test of the Nimble-Hands, Nimble-Minds Hypothesis
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Counting on fine motor skills: links between preschool finger dexterity and numerical skills
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Do fine motor skills contribute to early reading development?
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Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items
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Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading
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Abstract:
Both reading and language experiences contribute to vocabulary development, but questions remain as to what effect each has and when. This article investigates the effects that reading, telling and sharing a story have on vocabulary acquisition. Children (N = 37) were told nine stories in a randomized, single-blind and counterbalanced 2 × 3 mixed design. The between-subjects variable was grade (2 vs 4) and the within-subjects factor was the story condition, being either read (adult read aloud) or told (free story telling) to the children, or read silently by the children (independent reading). Each story contained two rare target words that were unlikely to have been previously known to the children. Measures of receptive vocabulary, decoding, reading comprehension and target vocabulary acquisition from the story were also administered. Children in grade 4 performed better on the vocabulary acquisition test and there was a main effect for story condition; children learnt the least number of words when reading the stories independently and the most from the free story telling condition. Implications for vocabulary learning and the importance of oral language exposure – even for established readers in primary school – are discussed.
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Keyword:
370 Erziehung; ddc:370; Schul- und Bildungswesen
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URL: https://epub.uni-regensburg.de/34473/1/551.full.pdf
https://epub.uni-regensburg.de/34473/
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