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Bridging Worlds of Words: Insights from Bilingual, Multimedia, and Meta-Analytic Research
Thu, April 9, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Westin Bonaventure, Floor: Lobby Level, Beaudry ASession Type: Paper Session
Abstract
This session brings together a range of studies that illuminate how vocabulary develops across linguistic, digital, and instructional contexts. Papers explore preschoolers’ science vocabulary learning through multimedia digital stories, dual-language skill profiles among Spanish-English emergent bilinguals, and the role of maternal language input in fostering home language vocabulary among dual language learners. Extending these individual studies, a meta-analysis synthesizing findings from over 1,000 studies provides a comprehensive account of how vocabulary supports reading and its underlying skills. Together, these studies demonstrate vocabulary’s central role in literacy and learning, offering new insights into how linguistic, cognitive, and contextual factors shape children’s language growth across home, school, and digital environments.
Sub Unit
Chair
Papers
Multimedia Digital Stories and Science Vocabulary Learning in Preschoolers: The Role of Attention-Guiding Features - Claire Seung-Hee Son, University of Utah; Kirsten Butcher, University of Utah; Ashley Silcox, University of Utah; Justine Hampton, University of Utah; Gwendolyn Marie Douglas, University of Georgia
Profiles of Dual-Language Skills in Spanish-English Emergent Bilinguals in Dual Language Programs - Ye Shen, Johns Hopkins University; Becky H. Huang, The Ohio State University
Quality of Shared Book Reading and Home Language Vocabulary Among Low-Income Preschool-Age Dual Language Learners - Emily Mak, Texas A&M University; Qing Zhou, University of California - Berkeley; Yuuko Uchikoshi, University of California - Davis
Vocabulary matters beyond reading comprehension: Evidence from a meta-analysis - Julian Levine, University of California - Irvine; Alissa Patricia Wolters, University of California - Irvine; Young-Suk Grace Kim, University of California - Irvine