Efficacy of Vocabulary Instruction Embedded in Prerecorded Story Books for Preschoolers

• In Event: The Reduction of Differences in Early Vocabulary

Abstract

Objective: This presentation will provide an overview of the development of an easy to implement curriculum designed to expand the academic vocabulary repertoire of preschool children.

Theoretic framework: This curriculum was designed for the ease of implementation in the variety of early childhood classrooms for children in their pre-kindergarten year. The intervention uses a multi-tiered system of supports framework (Madsen et al., 2023). Exposure to books is provided to all children in Tier 1 (general classroom instruction). Children with language delays also receive additional exposure to books in Tier 2 (small group) instruction. The focus on academic vocabulary has the potential to contribute to the prevention of later reading problems, as lack of knowledge of words that are decoded negatively affects children’s progress in becoming fluent readers (Elwér et al., 2013; Nation et al., 2010).

Method: This cluster randomized controlled trial evaluates the efficacy a vocabulary curriculum on improving vocabulary and language outcomes for preschool children who are and are not at-risk for language and reading disabilities (Authors, 2016). Nearly 100 preschool classrooms were randomly assigned to experimental and comparison conditions across three years of implementation administered by teachers and paraeducators. In both conditions, children listen to the Story Friends books. The experimental condition includes explicit vocabulary instruction for four words per book, whereas the comparison classrooms use the same books but without explicit vocabulary instruction. Children with language delays are exposed to the books and explicit instruction during small group center time. Children who are not-at-risk are exposed to the books and words but only in weekly classroom readings, plus general classroom review and practice.
Data Collection: The primary data are vocabulary assessments conducted after every unit of three books (i.e., 12 words) using a definition task. Other pre- and post-measures of language comprehension and general language development are included.

Results: Preliminary analyses have revealed large effects of the experimental condition on vocabulary learning vs. the comparison condition. In the experimental condition, the at-risk children with language delays and not-at-risk children show similar rates of vocabulary learning.

Significance: The efficacy of the Story Friends intervention was replicated in this post-COVID study. Effect sizes were large with children in the experimental group able to define about half the words on average vs. less than 10% accuracy in the comparison group. The not-at-risk children did marginally better than at-risk children in acquiring words in the comparison group. However, the learning of not-at-risk children and at-risk children did not differ despite the differences in the amount and structure of their exposure to vocabulary instruction. Continued research will be tracking long-term effects on language and literacy development during the children’s kindergarten year.

Authors

• Howard Goldstein, University of South Florida

• Elizabeth Kelley, University of Missouri

• Lindsey Peters-Sanders, University of South Florida

• Jeffrey M. Williams, University of South Florida

• Elizabeth Broome, University of South Florida