1 |
Fine Motor Skills and Lexical Processing in Children and Adults ...
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Fine Motor Skills and Lexical Processing in Children and Adults
|
|
|
|
In: Front Psychol (2021)
|
|
BASE
|
|
Show details
|
|
3 |
Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Fine Motor Skills and Lexical Processing in Children and Adults
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Shared-reading in small groups: Examining the effects of question demand level and placement
|
|
|
|
BASE
|
|
Show details
|
|
6 |
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary ...
|
|
|
|
BASE
|
|
Show details
|
|
8 |
The effects of questions during shared-reading: Do demand-level and placement really matter?
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Fine motor skills and mental imagery: Is it all in the mind?
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling
|
|
|
|
Abstract:
Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning. Accordingly, this study compared explicit versus story-focused, elaborative storytelling in a 2 x 2 pre-posttest randomized and counterbalanced mixed design with 63 preschoolers. Children were told two fairytales daily across three sessions in either explicit or elaborative conditions, whereby target words were accompanied with either an explicit (e.g., definition, question) or elaborative (e.g., gesture, metaphor, rhetorical question) word learning technique. Stories were either read aloud or freely told by experimenters. Both conditions resulted in similarly large gains in target vocabulary and performance on a story retelling. Some differential effects were found, with there being a larger difference between explained versus incidental words in the explicit condition. Furthermore, children in the elaborative condition were less restless during storytelling. The findings suggest that both elaborative as well as explicit approaches promote vocabulary growth and provide some evidence of differential effects for child behavior during storytelling.
|
|
Keyword:
370 Erziehung; ddc:370; Schul- und Bildungswesen
|
|
URL: https://epub.uni-regensburg.de/47328/ https://doi.org/10.1177/0142723717737452
|
|
BASE
|
|
Hide details
|
|
13 |
From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Fine Motor Skills Enhance Lexical Processing of Embodied Vocabulary: A Test of the Nimble-Hands, Nimble-Minds Hypothesis
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Counting on fine motor skills: links between preschool finger dexterity and numerical skills
|
|
|
|
BASE
|
|
Show details
|
|
16 |
A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions ...
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Do fine motor skills contribute to early reading development?
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|