This study examines the potential of educational media to provide preschool-aged dual language learners (DLLs) with vocabulary in a new language. Drawing from dual-coding theory, the current study investigated how three distinct instructional contexts with varying degrees of incidental-intentional vocabulary exposure on screen might facilitate…

Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content…

Educational media is ubiquitous in the lives of young children, promising high-quality programming to equip them with vocabulary knowledge and school readiness. To meet the needs of preschool-aged dual-language learners (DLLs), many educational programs are marketed to promote vocabulary learning in two languages. In this study, we use a content…

Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single exposure of a program. Since most words are learned from context, a lingering question has been whether the degree of contextual support affects word learning. Using a within-subjects design this study…

The purpose of this quasi-experimental study was to examine the influence of a book distribution program targeted at enhancing children's exposure to information books. The research examined whether a flood of information books in early childhood settings, placing libraries in a central role, could affect growth in language, content-related…

This study examines the effectiveness of scaling up a vocabulary intervention, pre-K-first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K…

There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year.…

The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…

Classic studies of educational media have demonstrated that children can engage in quick, incidental word learning on the basis of a single exposure of a program. Since most words are learned from context, a lingering question has been whether the kind of contextual support affects word learning. Using a within-subjects design this study examined…

This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language- and literacy-focused educational media programs streamed from five streaming platforms. Randomly…

This article reports on two studies designed to examine the landscape of online streamed videos, and the features that may support vocabulary learning for low-income preschoolers. In Study 1, we report on a content analysis of 100 top language- and literacy-focused educational media programs streamed from five streaming platforms. Randomly…

Coviewing is a commonly recommended practice, but little is known about how coviewing impacts children's educational media viewing experience. We investigated how coviewing impacts attention and comprehension of educational media, as well as the role of baseline vocabulary in understanding these associations. Eighty-three preschoolers viewed two…

Preschoolers can learn vocabulary from educational videos, but children from low-income backgrounds often do not learn as effectively as their higher income peers. We investigated whether adding attention-directing cues to media (Study 1) and slowing the pacing of media (Study 2) supported vocabulary learning for preschoolers from low-income…

This study was designed to examine the effects of coviewing on low-income children's attention to and understanding of novel words in educational media. In addition, we sought to understand coviewing's contribution to children's receptive and expressive word learning when some target words were repeated more or less frequently. Using a…

This study was designed to examine the effects of coviewing on low-income children's attention to and understanding of novel words in educational media. In addition, we sought to understand coviewing's contribution to children's receptive and expressive word learning when some target words were repeated more or less frequently. Using a…