English Word-Acquisition Patterns for Spanish-Speaking Dual Language Learners During Content-Rich Shared Book Reading Instruction

• In Event: Integrating Literacy and Science in the Early Years: The Effects of Content-Rich Instruction

Abstract

Oral language development during preschool contributes strongly to a child’s reading ability (Snow, Burns, & Griffin, 1998). Specifically, oral vocabulary, a critical component of oral language, appears to play a decisive role in the development of learning to read in young children (Adams, 1990) and is stimulated through interactions with adults and with other children. Teachers in school settings have many opportunities to stimulate young children’s oral language abilities via conversations that utilize specialized vocabularies.

Closing the gap between children with sufficient oral vocabulary knowledge and those with limited knowledge may be dependent on teachers’ abilities to provide more effective instructional practices that emphasize multiple and extended exposures (Coyne, McCoach, & Kapp, 2007) to specialized vocabulary associated with academic content domains (Stahl, 2003). Growth in specialized vocabulary is, therefore, crucial for the development of domain knowledge or content learning (e.g., science, social studies) which accelerates both listening and reading comprehension (Hirsch, 2003).

In preschool settings, reading books is a method that lends itself to the development of specialized or content related vocabulary. Although more recent interactive shared book reading interventions with young children have investigated the benefits of developing content vocabulary knowledge (Neuman & Dwyer, 2011), few of these studies have been conducted with young children with limited native and second language (English) abilities. As a result, we have less guidance from research on (1)how a multi-dimensional interactive shared book reading approach might be used to accelerate content vocabulary knowledge in dual language learners (DLLs) with limited language abilities or (2) which content related words can be successfully taught to DLLs using this approach.

This paper provides an in-depth investigation of word acquisition patterns (e.g., characteristics of words learned) for 287 (n= 138 in Year 01; n= 149 in Year 02) Spanish-speaking preschool DLLs who participated in 20 minutes of daily content-rich shared book reading instruction for 18 weeks in high poverty school settings. Children were exposed to explicit and distributed vocabulary instruction (before, during, after book reading) via thematically (science, social studies) paired storybooks and information texts with instruction that targeted 59 science related words using visuals (picture/concept cards, theme posters) and ESL scaffolding. Words selected were related to important science concepts, depicted in and outside of the book, and were semantically related to create networks of knowledge that would be important for future academic learning. Across two years, 47 preschool teachers were randomly assigned to implement the book reading intervention with six DLL students (n=138) in their classrooms. Children were identified for the study based on their preLAS® Scores (Duncan & DeAvilia, 1985), indicating limited English and Spanish language proficiency.

Children were pre- and post-tested with receptive and expressive vocabulary measures that were modeled after the PPVT-IV and the EVT-2. In Year 01, effect sizes were 1.34 for receptive and 0.86 for specific expressive vocabulary. Data analysis will examine patterns of word acquisition, and implications for preschool content instruction will be discussed.

Author

• Sharolyn D. Pollard-Durodola, University of Denver