NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1067984
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0924-3453
Stimulating Breadth and Depth of Vocabulary via Repeated Storybook Readings or Tests
Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo
School Effectiveness and School Improvement, v26 n3 p382-396 2015
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children's breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control condition listened once to a storybook reading. In the experimental conditions, the initial storybook reading was followed by (a) repeated storybook reading, (b) repeated testing, or (c) repeated testing with feedback. For breadth of vocabulary, all 3 conditions showed learning gains compared to a single storybook reading, and no "testing effect" was found. For depth of vocabulary, repeated storybook reading and repeated testing with feedback were more effective than the control condition with the former seemingly most effective. Both for breadth and depth of vocabulary, the effects of testing were found to be conditional upon the provision of feedback.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A