Developing Story Talk-K: A Language and Vocabulary Intervention to Improve Child Outcomes

• In Event: Using Iterative Development to Design Equitable and Culturally Responsive Early Childhood Interventions

Abstract

Purpose. The purpose of Story Talk-K is to develop a kindergarten intervention that improves the language and literacy skills of young children in low-resourced communities. It is based on a successful, evidence-based ST-PreK intervention that has been shown to significantly increase children’s vocabulary on standardized measures (Authors, 2020).
Theoretical Framework. Our theoretical perspective is guided by Vygotsky’s approach of scaffolding children’s language through interaction with adults and well as key findings from the cognitive science literature on language acquisition.
Method. We collected data from 6 kindergarten teachers who implemented our Story Maps, which are book-related materials that outline vocabulary and open-ended questions that teachers read before, during and after book reading. Teachers implemented 2 new Story Maps (based on 2 different books) each week over the course of 7 months. Teachers also implemented book-related center activities. The project coach observed each classroom weekly. The research team, including the coach, and the teachers met monthly to debrief and to discuss the data collected.
Data Sources. Three of the 6 classrooms had children who did not speak English as their first language. Approximately 90% of the children in the classroom were children of color. Each teacher entered a review/response after implementing each Story Map with their class. We asked the teachers to consider 1) level of difficulty of the book and vocabulary asking them to note words that were too easy of too difficult for their children, 2) level of comprehension of the book, 3) children’s interest in the book and 4) cultural relevance of the book to the children in their class. Teachers also provided oral feedback during the meetings and explicit guidance as to what should be changed and what should stay the same because it was effective in their classrooms. In addition to feedback from teachers, we met with two expert language and literacy consultants who reviewed the Story Maps as well as input on the teachers’ feedback.
Results. As a result of our iterative development process, our Story Maps were modified to be more user friendly and effective. We tested out the order of presentation of the vocabulary words and found the most feasible method for implementation. We were alerted to specific vocabulary words that children did not know because of their cultural backgrounds and made specific modifications to those suggestions.
Scholarly Significance. The feedback from teachers significantly changed the design and content of our Story Maps. The teachers provided important insight into children’s language differences in interpreting some of the questions and vocabulary on the Story Maps. In selecting books, we specifically chose books with diverse characters and stories that could represent various populations of children. The teachers’ feedback helped us present the books and centers in a way that authentically integrated children from various backgrounds, SES, and cultures. This ongoing iterative process is crucial for being able to ensure the program promotes language and vocabulary development that is response to children and family’s needs and cultures and supports their learning to read.

Authors

• Barbara Wasik, Temple University

• Annemarie H. Hindman, Temple University

• James P. Byrnes, Temple University

• Katy Egan, Temple University