Using Principles from the Science of Word Learning in a Preschool Vocabulary Intervention

• In Event: Lexical Development: environment and mechanisms

Abstract

Vocabulary knowledge is essential for children’s reading success (Dickinson & Porche, 2011; Ouellette, 2006). Before formal schooling begins, however, stark differences in language ability exist between children from disadvantaged backgrounds and their more advantaged peers (Golinkoff et al., 2018; Fernald, Marchman, & Weisleder, 2013). Classroom language interventions aimed at redressing differences in vocabulary knowledge have unfortunately made little progress (Wasik et al., 2016). The translation of knowledge from the science of word learning to literacy research may be one method of increasing the effectiveness of vocabulary instruction for young children (Hassinger-Das et al., 2017).
The current study is a vocabulary intervention for preschoolers that employs, and expands upon, principles from the psychology of word learning utilized in previous projects (Neuman et al., 2011; Neuman & Kaefer, 2018). The intervention used the tenets that meaningful word knowledge is built through semantic networking and through category formation. A semantic network is a “web” of interconnected knowledge that children possess (e.g., pencil might be connected to words like eraser, pen, and write). Furthermore, teaching through categorization may be useful as children can use category knowledge to make inferences and generalizations about newly encountered words (Gelman & Markman, 1986; Gelman, 2003).
The current project assessed if children who are provided with an advanced organizer, aimed to lay a foundation upon which to build richly-connected word knowledge, show enhanced learning. This advanced organizer stressed the idea that knowledge can be organized into categories and featured concepts of living things and wild environments. The intervention included 54 preschoolers (Mean age = 51.45 months; SD = 7.04; 28 females) enrolled in Head Start classrooms. Children in 4 individual classrooms experienced a series of advanced organizer book readings (3 sessions in total) and children in 3 other individual classrooms received a series of control condition book readings (3 sessions in total). A few weeks later, children in all 7 classrooms received one book reading a week for 6 weeks. These readings taught target vocabulary items pertaining to the topic of fish using a taxonomic structure and semantic networking.
Results from this study demonstrated that, when comparing the two groups that received equivalent vocabulary instruction, the addition of an advanced organizer did not lead to enhanced depth of target word knowledge, categorization ability, or induction ability. However, overall, children in the study made significant gains on categorization ability (F(1,52) = 4.67, p = .04, ηp2 = .08) and depth of target word knowledge (F(1,52) = 78.59, p = .00, ηp2 = .60). Overall, this study adds to the vocabulary intervention literature by offering a first step into how improving the categorization abilities of children at risk for language delays may help bolster word learning outcomes.

Authors

• Molly Scott, Teachers College, Columbia University
  Presenting Author

• Kathy A Hirsh-Pasek, Temple University
  Non-Presenting Author