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Direct linkHadley, Elizabeth Burke; Scott, Molly; Foster, Matthew E.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Topics in Language Disorders, 2022
This study examined preschool teachers' fidelity in implementing a vocabulary intervention. The purpose of the study is to inform the scaling up of vocabulary interventions, identifying strategies that are both feasible for teachers and effective for vocabulary learning. We analyzed data from a vocabulary intervention in which teachers (n = 10)…
Descriptors: Preschool Teachers, Fidelity, Curriculum Implementation, Vocabulary Development
Hadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Reading Research Quarterly, 2019
In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and…
Descriptors: Semantics, Networks, Vocabulary Development, Taxonomy
Download full textHadley, Elizabeth B.; Dickinson, David K.; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Grantee Submission, 2018
In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and…
Descriptors: Semantics, Networks, Vocabulary Development, Taxonomy
Dickinson, David K.; Collins, Molly F.; Nesbitt, Kimberly; Toub, Tamara Spiewak; Hassinger-Das, Brenna; Hadley, Elizabeth Burke; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Journal of Cognition and Development, 2019
There is a need for empirically based educational practices shown to support learning, yet validation tends to require a high degree of experimental control that can limit ecological validity and translation to classrooms. We describe our iterative intervention design to support preschoolers' vocabulary through book reading coupled with playful…
Descriptors: Preschool Children, Intervention, Low Income Students, Vocabulary Development
Reed, Jessa; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick – Developmental Psychology, 2017
Although research suggests that responsive interactions are imperative for language development, the advent of mobile technology means that parent-child exchanges are often fraught with unpredictable interruptions. Less clear is how these momentary breaks in responsiveness affect word learning. In this within-subjects design, 38 mothers taught…
Descriptors: Parent Child Relationship, Telecommunications, Handheld Devices, Vocabulary Development
Dickinson, David K.; Nesbitt, Kimberly T.; Collins, Molly F.; Hadley, Elizabeth B.; Newman, Katherine; Rivera, Bretta L.; Ilgez, Hande; Nicolopoulou, Ageliki; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy – Grantee Submission, 2019
This paper reports results from two studies conducted to examine word learning among preschool children in group book reading while we developed a scalable method of teaching words during book reading. We sought to identify factors that fostered both depth and breadth of learning by varying the type of information children heard about words while…
Descriptors: Vocabulary Development, Teaching Methods, Preschool Children, Story Reading
