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ERIC Number: EJ1251837
Record Type: Journal
Publication Date: 2020-Mar
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1092-4388
EISSN: N/A
Preschoolers' Word-Learning during Storybook Reading Interactions: Comparing Repeated and Elaborated Input
O'Fallon, Maura; Von Holzen, Katie; Newman, Rochelle S.
Journal of Speech, Language, and Hearing Research, v63 n3 p814-826 Mar 2020
Purpose: Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills--including word-learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Method: Thirty-three typically developing children ages 35-37 months listened to a storybook containing novel words that were either repeated with a definition, repeated with no additional information, or only said once. Their receptive word-learning for these novel words was then evaluated via a preferential looking task. We analyzed children's correct looks to target pictures and compared looking behavior across the three levels of presentation. Results: Results showed that preschoolers demonstrated successful receptive word-learning after a single storybook reading interaction with an adult when target words were repeated, either with or without elaboration. Within this context, elaboration was not required for preschoolers' receptive word-learning. Conclusions: These results support the use of storybook reading with young children as a way to foster early receptive word-learning and highlight the importance of repeated exposure to novel material either with or without additional semantic information.
American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A