ERIC Number: EJ1181438
Record Type: Journal
Publication Date: 2018-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps
Vatalaro, Angela; Culp, Anne McDonald; Hahs-Vaughn, Debbie L.; Barnes, Amanda C.
Early Childhood Education Journal, v46 n4 p451-466 Jul 2018
This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n = 16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n = 15). Two classrooms served as comparison groups (n = 18; n = 14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children's vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge.
Descriptors: Quasiexperimental Design, Telecommunications, Handheld Devices, Educational Technology, Technology Uses in Education, Receptive Language, Expressive Language, Vocabulary Development, Preschool Children, Disadvantaged Youth, Economically Disadvantaged, Preschool Teachers, Intervention, Teaching Methods, Computer Oriented Programs, Control Groups, Experimental Groups, Comparative Analysis, Early Intervention, Pretests Posttests, Scaffolding (Teaching Technique), Intelligence Tests, Verbal Ability, Vocabulary
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: 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