Lenhart, Jan and Lenhard, Wolfgang and Vaahtoranta, Enni and Suggate, Sebastian (2018) Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches. EDUCATIONAL PSYCHOLOGY, 38 (5). pp. 596-616. ISSN 0144-3410, 1469-5820
Full text not available from this repository. (Request a copy)Abstract
Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged three to six were told six stories in a randomised, single-blind and counterbalanced design. Stories were either read aloud or told freely and included rare target-words. Measures of target-word acquisition, receptive vocabulary, phonological working memory and speech comprehension were administered. There was a small to moderate learning gain (d = .37), but no effect of story-delivery. In a second study, 24 of the youngest and 24 of the oldest participants were tested again, using the same procedure but with stories designed to be more intrinsically motivating and age-appropriate. Results indicated negligible vocabulary gains (d = .08) and no effect of story-delivery, except for small differences in child behaviour during storytelling.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | LANGUAGE-DEVELOPMENT; WORDS; INTERVENTION; CHILDREN; LEARN; KINDERGARTEN; INSTRUCTION; STORYBOOKS; PREDICTORS; MEDIATION; Language development; incidental learning; storytelling; read-aloud; vocabulary acquisition |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 23 Mar 2020 13:29 |
| Last Modified: | 23 Mar 2020 13:29 |
| URI: | https://pred.uni-regensburg.de/id/eprint/15389 |
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