Lenhart, Jan and Lenhard, Wolfgang and Vaahtoranta, Enni and Suggate, Sebastian (2019) The effects of questions during shared-reading: Do demand-level and placement really matter? EARLY CHILDHOOD RESEARCH QUARTERLY, 47. pp. 49-61. ISSN 0885-2006, 1873-7706
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Shared-reading fosters vocabulary development, although research has yielded mixed results regarding the effects of both demand-level (i.e., level of abstraction) and question placement on word learning. Different hypotheses drawing on broader theoretical frameworks have been proposed to explain individual findings. To test predictions made by these hypotheses, we read short stories to a sample of four-to six-year-old children (N = 86) in one-to-one reading sessions. We conducted a 2 x 3 mixed experiment with question placement (within the story vs. after the story) as within-subjects and demand-level (low vs. high vs. scaffolding-like by increasing from low to high) as a between-subjects factor. As additional controls, we utilized: (a) a control group in a just-reading condition without questions, and (b) control-words that were never accompanied by questions. Measures included receptive and expressive target and control-vocabulary at the pre-and post-test along with general vocabulary and phonological working memory. Results indicate that question conditions were associated with higher gains for target-words at immediate and delayed post-test, but not for control-words. Contrary to proposed hypotheses, question placement or demand-level did not exert significant effects and they did not interact with language skills. However, children with greater general vocabulary showed most learning gains across conditions. (C) 2018 Elsevier Inc. All rights reserved.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | VOCABULARY ACQUISITION; INSTRUCTION INTERACTIONS; BOOK READINGS; LANGUAGE; INTERVENTION; CHILDREN; GROWTH; MODEL; STYLES; Questioning style; Shared-reading; Word learning; Read-aloud; Vocabulary acquisition; Vocabulary |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger) Human Sciences > Institut für Bildungswissenschaft |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 21 Apr 2020 11:44 |
| Last Modified: | 21 Apr 2020 11:44 |
| URI: | https://pred.uni-regensburg.de/id/eprint/27834 |
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