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Head Start Preschool Teachers' Commenting Practices during Shared Book Reading Sessions: Describing Learning Opportunities for Children with Varying Vocabulary Abilities
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Barnes, Erica Marie – ProQuest LLC, 2013
Descriptive analyses: Approximately one-third of the nearly 7,500 utterances spoken by teachers were comments. Differences in the use of instructional strategies and content emerged in relation to curriculum condition. In contrast to the variability between teachers, little within-teacher variability was observed. On average, teachers used only…
Descriptors: Preschool Education, Preschool Teachers, Preschool Children, Educational Strategies
An Investigation of the Impact of Small Group Direct Vocabulary Instruction on the Vocabulary Development of Kindergarten Children Living in Poverty
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Benson, Katie A. – ProQuest LLC, 2013
The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students' expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers…
Descriptors: Poverty, Direct Instruction, Teaching Methods, Experimental Groups
The Effects of Word Instruction during Classroom Read-Alouds on the Acquisition of Vocabulary
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Muncy, Marla R. – ProQuest LLC, 2011
To focus on the need to improve literacy in rural Appalachia, this study investigates the use of Text Talk during read-aloud to increase the receptive vocabulary of participants. The investigator read six picturebooks to two groups of kindergarteners. Group A had 21 participants and Group B had 20 participants. Each group received instruction on…
Descriptors: Rural Areas, Reading Instruction, Reading Aloud to Others, Vocabulary Development