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ERIC Number: EJ1013955
Record Type: Journal
Publication Date: 2013-Jun
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-5984
EISSN: N/A
Enhancing the Intensity of Vocabulary Instruction for Preschoolers at Risk: The Effects of Group Size on Word Knowledge and Conceptual Development
Susan B. Neuman; Tanya Kaefer
Elementary School Journal, v113 n4 p589-608 Jun 2013
This study was designed to experimentally examine how supplemental vocabulary instruction provided in either whole-group or small-group settings influences low-income preschoolers' word knowledge and conceptualdevelopment. Using a within-subject design, 108 preschool children from 12 Head Start classrooms participated in an 8-week intervention, which included four topics of targeted vocabulary instruction counterbalanced in either a whole-group or small-group configuration. Pre- and posttest measures examined children's outcomes in word learning and in conceptual and categorical knowledge. Our results indicated that group size did not appear to be a powerful mechanism for intensifying instruction. Although children gained significantly in word knowledge, concepts, and categories, they did soregardless of whether they were in small or whole groups. Implications for these findings, as well as limitations of the research and directions for future research, are discussed. (Contains 5 tables and 1 note.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: MacArthur Communicative Development Inventory; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A