Effects of Read-Aloud Strategies on Young Children's Vocabulary Learning

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-2 - Literacy: Cognitive and Affective Factors

Abstract

This study evaluated the effectiveness of a structured, comprehensive framework for vocabulary instruction for preschool students consisting of a combination of research-supported strategies implemented for two varying lengths of time. The results indicate that the instructional intervention is an effective method of expanding young children’s vocabulary knowledge. Data analysis also examined differences in the effectiveness of the intervention on word learning in children with differing initial levels of vocabulary knowledge and found no significant differences indicating that this combination of strategies was effective for children with low initial vocabulary levels. This conclusion may be a key to increasing the rate of vocabulary learning that is crucial for at-risk students.

Author

• Caitlin Gallingane, University of Florida