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ERIC Number: EJ1124456
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0553
EISSN: N/A
Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten
Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.
Reading Research Quarterly, v52 n1 p7-29 Jan-Mar 2017
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Chile
Grant or Contract Numbers: N/A