Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten

被引：10

作者：

Bowne, Jocelyn Bonnes ^{[1
]}

Yoshikawa, Hirokazu ^{[2
,3
]}

Snow, Catherine E. ^{[4
]}

机构：

[1] Harvard Grad Sch Educ, Cambridge, MA USA

[2] NYU, Steinhardt Sch Culture Educ & Human Dev, Globalizat & Educ, New York, NY 10003 USA

[3] NYU, Global Ties Children Ctr, New York, NY 10003 USA

[4] Harvard Grad Sch Educ, Educ, Cambridge, MA USA

来源：

READING RESEARCH QUARTERLY | 2017年 / 52卷 / 01期

关键词：

Oral language; Discussion; Language development; Receptive language; Strategies; methods; and materials; Discussion strategies; Instructional strategies; teaching strategies; Vocabulary; General vocabulary; Early childhood; PROFESSIONAL-DEVELOPMENT PROGRAM; HEAD-START CLASSROOMS; EARLY-CHILDHOOD; YOUNG-CHILDREN; READ-ALOUDS; COGNITIVE-DEVELOPMENT; EXPERIMENTAL IMPACTS; EMERGENT LITERACY; PRE-KINDERGARTEN; INTERVENTION;

D O I：

10.1002/rrq.151

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of conceptual information about words made available during these discussions was the only significant predictor of students' end-of-kindergarten vocabulary, when controlling for the density and diversity of teachers' language and time spent in explicit vocabulary support, as well as child and teacher demographics. Each additional standard deviation of conceptual information about words provided predicted a 0.11 standard deviation increase in students' vocabulary outcomes. Practice and policy implications of these findings are discussed.

引用

页码：7 / 29

页数：23

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