ERIC Number: EJ788780
Record Type: Journal
Publication Date: 2008
Reference Count: 26
Quantity, Quality, Children's Characteristics, and Vocabulary Learning
Walsh, Bridget A.
Childhood Education, v84 n3 p163 Spr 2008
This review of literature shows that how often a child is read to is related to subsequent gains in vocabulary. Not only do adults differ in the frequency with which they read to children (quantity), they also vary in reading style (quality). Several studies have proposed that the cognitive demand level of questions children are asked may be important. Different reading styles may differentially affect children's vocabulary learning. Children's characteristics, such as initial vocabulary knowledge, socioeconomic status (SES), and age, may influence how much vocabulary they learn during shared storybook reading. Clearly, the extent to which children's characteristics, such as vocabulary size and SES, interact with storybook reading style is an area for future research to consider.
Descriptors: Vocabulary Development, Individual Characteristics, Reading Aloud to Others, Cognitive Development, Socioeconomic Status, Socioeconomic Influences, Age Differences, Childrens Literature, Emergent Literacy, Story Reading
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Publication Type: Information Analyses; Journal Articles
Education Level: Early Childhood Education
Authoring Institution: N/A