The Effects of Vocabulary Instructional Technique for English Language Learners and English-Only-Speaking Preschoolers

• In Event: Roundtable Session 44
  In Roundtable Session: Vocabulary Topics:

Abstract

This study examines the effects of a vocabulary instructional technique to improve vocabulary knowledge for ELLs and EO speaking children in preschool. A small group vocabulary instructional technique, say-tell-do-play, (Author, 2011), was used during the vocabulary intervention. 26 children (18 EO and 8 ELLs) participated to understand how the language status of children will interact with the intervention and how frequency of the words during the intervention is associated with children’s vocabulary improvement. The PPVT and Curriculum-Based Decision Making were measured. The frequency of words children heard and said during the intervention was counted. The preliminary results of the study showed that a direct intervention of target words had a positive impact on children’s vocabulary learning.

Authors

• Mi-Jung Song, Arizona State University

• Karen Burstein, Southwest Intitute for Families and Children

• Byeong-Keun You, Southwest Institute