NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ911536
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-1934-5747
Developing Low-Income Preschoolers' Social Studies and Science Vocabulary Knowledge through Content-Focused Shared Book Reading
Gonzalez, Jorge E.; Pollard-Durodola, Sharolyn; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Kim, Minjun; Simmons, Leslie
Journal of Research on Educational Effectiveness, v4 n1 p25-52 2011
This study evaluated the effects of integrating science and social studies vocabulary instruction into shared book reading with low-income preschool children. Twenty-one preschool teachers and 148 children from their classrooms were randomly assigned at the class level to either the Words of Oral Reading and Language Development (WORLD) intervention or a practice-as-usual condition. Children were screened and selected to approximate three vocabulary levels (15th, 30th, and 50th). WORLD teachers implemented the intervention in small groups of 5 to 6 students, 5 days per week, 20 minutes per session, for 18 weeks. Findings from multilevel models indicated statistically and practically significant effects of the WORLD intervention on standardized measures of receptive vocabulary (delta[subscript T] = 0.93) and on researcher-developed measures of expressive (delta[subscript T] = 1.01) and receptive vocabulary (delta[subscript T] = 1.41). The WORLD intervention had an overall main effect, regardless of entry-level vocabulary, a finding that speaks to its potential applicability in preschool classrooms. (Contains 3 tables.)
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: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
IES Grant or Contract Numbers: R305G050121
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED493772