Using Picture-Referencing Strategies to Enhance Vocabulary Learning

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-19 - Vocabulary Instruction for Young Children

Abstract

This study investigates the effectiveness of picture-referencing practices for increasing children’s vocabulary learning during small group book reading sessions. In this small experimental study, kindergarten and first grade children were randomly assigned to reading groups. All children participated in interactive small group book reading sessions. Program staff members were trained in specific picture-referencing strategies to teach target vocabulary while leading shared reading groups. Results support the effectiveness of the intervention for word learning. Higher fidelity to the intervention was associated with greater word learning. Results further suggest this intervention has larger effects for children with lower initial word knowledge.

Authors

• Jill F Grifenhagen, North Carolina State University

• Jill S Jones, North Carolina State University