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Direct linkWong, Kevin M.; Flynn, Rachel M.; Neuman, Susan B. – TESOL Journal, 2021
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…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, English (Second Language)
Marulis, Loren M.; Neuman, Susan B. – Review of Educational Research, 2010
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children's oral language development. The authors quantitatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of 0.88, demonstrating, on average, a gain of…
Descriptors: Intervention, Oral Language, Effect Size, Kindergarten
Neuman, Susan B.; Dwyer, Julie – Journal of Literacy Research, 2011
The purpose of this design experiment was to research, test, and iteratively derive principles of word learning and word organization that could help to theoretically advance our understanding of vocabulary development for low-income preschoolers. Six Head Start teachers in morning and afternoon programs and their children (N = 89) were selected…
Descriptors: Instructional Design, Intervention, Income, Disadvantaged Youth
Neuman, Susan B.; Wright, Tanya S. – Elementary School Journal, 2010
This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. Participating teachers (N = 148) from 6 urban cities were randomly assigned to Group 1 (coursework), Group 2 (on-site coaching), or Group 3 (control group). Pre- and postassessments…
Descriptors: Control Groups, Children, Effect Size, Comparative Analysis
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
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…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development
Neuman, Susan B.; Newman, Ellen H.; Dwyer, Julie – Reading Research Quarterly, 2011
The purpose of this study was to examine the hypothesis that helping preschoolers learn words through categorization may enhance their ability to retain words and their conceptual properties, acting as a bootstrap for self-learning. We examined this hypothesis by investigating the effects of the World of Words instructional program, a supplemental…
Descriptors: Preschool Children, Disadvantaged Youth, Vocabulary Development, Intervention
Samudra, Preeti G.; Wong, Kevin M.; Neuman, Susan B. – Journal of Cognitive Education and Psychology, 2019
Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of…
Descriptors: Preschool Children, Preschool Education, Student Diversity, Vocabulary Development
Download full textSamudra, Preeti G.; Wong, Kevin M.; Neuman, Susan B. – Grantee Submission, 2019
Children from diverse backgrounds are able to learn new words from educational media. However, learning is often partial and fragile, leaving much room for uncovering strategies that can increase the efficacy of educational media in supporting children's vocabulary knowledge. The present study investigated one such strategy--repeated viewing of…
Descriptors: Preschool Children, Preschool Education, Student Diversity, Vocabulary Development
Neuman, Susan B.; Dwyer, Julie – Reading Teacher, 2009
Recognizing the importance of starting early, the purpose of our article is to examine if and how vocabulary is taught in commercially prepared early literacy curriculum for pre-K. Ten curriculum programs are reviewed to determine the prevalence of vocabulary instruction and the pedagogical practices used to support the learning of words and their…
Descriptors: Vocabulary, Emergent Literacy, Vocabulary Development, Teaching Methods
