Closing the Vocabulary Gap in Preschool: Explicit Vocabulary Intervention Embedded in Interactive Storybook Reading
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Authors
Noll, Karen R.
Issue Date
2020-12
Type
Dissertation
Language
en_US
Keywords
Children--Books and reading , Children--Language , Dissertations, Academic--United States , Head Start Program (U.S.) , Vocabulary
Alternative Title
Abstract
The impact of interactive storybook reading and embedded vocabulary instruction on expressive and receptive vocabulary learning of 4-year olds attending a Head Start program was evaluated. Ten tier two vocabulary words from two storybooks were targeted in a small group setting using repeated interactive storybook reading. The study examined whether explicit vocabulary intervention techniques provided within the interactive storybook reading increased word knowledge for preschool students from low socioeconomic households. Results comparing the treatment group with controls showed that both groups gained in receptive vocabulary knowledge, while a large effect-size was calculated for the intervention group. Semantic knowledge, or the ability to express the definitions of target words, showed small gains for the treatment group. Finally, the language sample data showed considerable spontaneous use of the target vocabulary words demonstrating expressive vocabulary skills.
Keywords: vocabulary gap, language delay, Head Start, interactive storybook reading (ISR), explicit vocabulary intervention
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.