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ERIC Number: EJ1134667
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2159-1474
EISSN: N/A
Examining the Benefits of Interactive Read-Alouds on Young Children's Vocabulary Development: Pre-Service Teachers as Researchers
Ceprano, Maria A.
Journal of Inquiry and Action in Education, v3 n2 p1-14 2010
Six pre-service teacher candidates TCs, each engaged in field experiences in Kindergarten or First Grade classrooms at an urban based elementary school compared the impact of interactive read alouds and simple read alouds on children's Tier two vocabulary meaning acquisition and usage. Each TC read a different trade book that contained at least 8 tier two words to 4 children from the classroom in which they had been assigned for field work. For two of the children, the selected text was read using 5 elaborations for each of the target words as it occurred in the text. For the other two children the same text was read without any elaborations on any of the words. Each child was then asked to retell what had been read. Each child's usage of the target words during the retelling was noted for occurrence and accuracy of usage. Findings revealed the superiority of the interactive approach in promoting vocabulary growth as well as comprehension.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York (Buffalo)
Grant or Contract Numbers: N/A