Developing low-income children's vocabulary and content knowledge through a shared book reading program

被引：38

作者：

Neuman, Susan B. ^{[1
]}

Kaefer, Tanya ^{[2
]}

机构：

[1] NYU, New York, NY 10003 USA

[2] Lakehead Univ, Thunder Bay, ON, Canada

来源：

CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2018年 / 52卷

关键词：

INFORMATIONAL TEXTS; PRESCHOOLERS WORD; LANGUAGE; SCIENCE; TALK; LITERACY; IMPACT; COMPREHENSION; INTERVENTION; STORYBOOK;

D O I：

10.1016/j.cedpsych.2017.12.001

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This study examines the effects of a shared book intervention designed to improve low-income children's oral language vocabulary and content knowledge in science. Classrooms (preK-through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N = 36) and control groups (N = 34). The year-long intervention involved children in read aloud books about science topics, using crosscutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and post-tests examined child outcomes in vocabulary, science concepts, language, and knowledge of the information genre. Results indicated that pre-K and kindergartners' learned significantly more words and science concepts than controls. Growth for ELL students exceeded that of native English speakers. Standardized scores in language, however, remained largely flat.

引用

页码：15 / 24

页数：10

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