The Effect of Project GROW: Shared Book Reading to Improve Young Childrens’ Social and Emotional Vocabulary

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Revolutionizing Biliteracy and Social Emotional Learning in Educative Spaces (Table 2)

Abstract

Research indicates that many early childhood teachers dedicate minimal time to teaching vocabulary, and may not understand how and why to provide vocabulary instruction to their students (Beck & McKeown, 2007; Biemiller, 2001).​ ​Drawing from weekly proximal assessments for 20 books across two charter schools in an urban setting, this paper utilizes quantitative methods to examine the effects of teachers' implementation of Project GROW, a researcher-developed Tier 1 reading intervention, on students’ weekly and monthly progress monitoring of their SEL (Social and Emotional Learning) vocabulary knowledge. Initial findings saw promising gains, but a wide range of vocabulary growth. Implications for educators and reading researchers are discussed.

Authors

• J. Kyle Roberts, Southern Methodist University

• Mai Zaru, Southern Methodist University

• Stephanie Al Otaiba, Southern Methodist University

• Dayna Russell Freudenthal, Southern Methodist University

• Laura McCormack, Southern Methodist University

• Willa van Dijk, Utah State University