ERIC Number: EJ835042
Record Type: Journal
Publication Date: 2009-May
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten through Second Grade
Silverman, Rebecca; Hines, Sara
Journal of Educational Psychology, v101 n2 p305-314 May 2009
This study compared traditional and multimedia-enhanced read-aloud vocabulary instruction and investigated whether the effects differed for English-language learners (ELLs) and non-English-language learners (non-ELLs). Results indicate that although there was no added benefit of multimedia-enhanced instruction for non-ELLs, there was a positive effect for ELLs on a researcher-designed measure and on a measure of general vocabulary knowledge. Furthermore, for children in the multimedia-enhanced condition, the gap between non-ELLs and ELLs in knowledge of instructional words was closed, and the gap in general vocabulary knowledge was narrowed. The multimedia support did not negatively impact non-ELLs, indicating the potential of multimedia-enhanced vocabulary instruction for ELLs in inclusive settings. (Contains 2 tables.)
Descriptors: Vocabulary, Young Children, Vocabulary Development, English (Second Language), Early Childhood Education, Preschool Education, Multimedia Instruction, Reading Aloud to Others, Story Reading, Books, Intervention, Reliability, Pretests Posttests
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78714