The Centrality of Talk: Development of Kindergarteners' Oral Vocabulary Through Discussion of Texts Read Aloud

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-2 - Literacy: Cognitive and Affective Factors

Abstract

In an effort to explore the relative efficacy of varied instructional strategies on mitigation of the pervasive vocabulary gap that begins in early childhood and expands over time, the current experimental study features a vocabulary intervention with 49 kindergarten students. Students participated in a series of small-group discussions around narrative and informational texts read aloud. The instructional style of the discussions was varied to include teacher-driven, joint-teacher-student-driven, and student-driven formats. Participants’ growth on both norm-referenced and specific vocabulary assessments was measured. Findings provide evidence of significant main effects and interactions for key variables of interest. Results of the study may contribute to the establishment of a more comprehensive theoretical framework and curriculum around vocabulary development in the early elementary years.

Author

• Meredith Moran, Lawrence Hall of Science, University of California - Berkeley