Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills

Autor/inn/en	Greenwood, Charles R.; Carta, Judith J.; Kelley, Elizabeth S.; Guerrero, Gabriela; Kong, Na Young; Atwater, Jane; Goldstein, Howard
Titel	Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills
Quelle	116 (2016) 4, S.574-599 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1086/686223
Schlagwörter	Intervention; Teaching Methods; Prompting; Outcomes of Education; Preschool Children; At Risk Students; Oral Language; Effect Size; Story Reading; Correlation; Educational Technology; Vocabulary Skills; Language Processing; Kansas + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Korrelation; Unterrichtsmedien; Aktiver Wortschatz; Sprachverarbeitung
Abstract	In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and examining children's responses to the narrator's instructional prompts and associations with learning outcomes. Results indicated that children were highly successful in responding with the narrator's task-management prompts (i.e., "turn the page"), particularly after the first book. Children were much less proficient in correctly responding to the narrator's word-teaching prompts (i.e., "say enormous"), but improved over additional storybooks. Exposure to the intervention accelerated children's weekly oral language learning, and effect sizes were comparable to those of Spencer et al. Children's increased word knowledge was positively correlated with their correct responding to the narrator's word-teaching prompts in particular. Implications for research and practice are discussed. [This report was published in "Elementary School Journal" (EJ1103957).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01