The Effects of Content-Related Shared Book Reading Versus Vocabulary-Only Discussions on Dual Language Learners' English Vocabulary Outcomes

• In Event: Research Focused on Early Literacy Developmental Factors

Abstract

This study examined the effects of content-based shared book reading vocabulary instruction on the English vocabulary development of Latino preschool children in dual language classrooms. Forty-six teachers were randomly assigned at the class level to either a content-related book reading intervention or a comparison, vocabulary-only condition (thematic picture/concept cards). Children were selected based on their preLas English proficiency scores (pre-functional/beginning level). Teachers implemented their assigned intervention daily in small groups (n=6) for 18 weeks. Based on multilevel models, findings indicated that there were no between group differences on vocabulary outcomes. DLLs in the initial stage of English proficiency benefited from adult/child interactions, instructional scaffolds, and opportunities to engage in analytical talking with or without books. Implications for practice are discussed.

Authors

• Sharolyn D. Pollard-Durodola, University of Nevada Las Vegas

• Jorge E Gonzalez, Texas A&M University

• Laura Saenz, The University of Texas - Pan American

• Nora Resendez, The University of Texas - Pan American

• Oiman Kwok, Texas A&M University - College Station

• Heather S Davis, Texas A&M University

• Leina Zhu, Texas A&M University - College Station