The Association Between Informational Text Exposure During Read-Alouds and Kindergartners' Vocabulary and Knowledge Development

• In Event: Roundtable 1 (Preschool/Kindergarten)

Abstract

Children’s experiences of exposure to books establish an important foundation for language and literacy skills needed for reading acquisition. In particular, interacting with informational text is crucial because children can develop knowledge of both words and the world by interacting with informational texts, which can support comprehension of texts they encounter. This study describes what kindergarten teachers are reading aloud to their students, including the percentage of three genres of books in shared reading during the spring of kindergarten academic semester, and also the instructional focus of the books. We also examined the specific association between proportion of informational texts read-alouds and children’s vocabulary and knowledge development over the course of an academic year.

Authors

• Sen Wang, Florida State University

• Sonia Cabell, Florida State University

• HyeJin Hwang, The Florida State University

• Elizabeth Burke Hadley, University of South Florida - Tampa

• Arzu Gungor Leushuis, Florida State University

• Jill Pentimonti, University of Notre Dame