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Improving Low-Income Preschoolers' Word and World Knowledge: The Effects of Content-Rich Instruction
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Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M. – Elementary School Journal, 2016
This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…
Descriptors: Low Income, Preschool Children, Literacy Education, Science Instruction
Large Group Narrative Intervention in Head Start Preschools: Implications for Response to Intervention
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Spencer, Trina D.; Petersen, Douglas B.; Slocum, Timothy A.; Allen, Melissa M. – Journal of Early Childhood Research, 2015
This study investigated the effect of a large group narrative intervention on diverse preschoolers' narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms…
Descriptors: Early Intervention, At Risk Students, Preschool Education, Quasiexperimental Design
Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers through Teacher Professional Development
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Wasik, Barbara A.; Hindman, Annemarie H. – Journal of Educational Psychology, 2011
In a randomized control study, Head Start teachers were assigned to either an intervention group that received intensive, ongoing professional development (PD) or to a comparison group that received the "business as usual" PD provided by Head Start. The PD intervention provided teachers with conceptual knowledge and instructional…
Descriptors: Video Technology, Educational Strategies, Intervention, Alphabets
Shared Book Reading: When and How Questions Affect Young Children's Word Learning
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Blewitt, Pamela; Rump, Keiran M.; Shealy, Stephanie E.; Cook, Samantha A. – Journal of Educational Psychology, 2009
Shared book reading, and the conversation that accompanies it, can facilitate young children's vocabulary growth. To identify the features of extratextual questions that help 3-year-olds learn unfamiliar words during shared book reading, two experiments explored the impact of cognitive demand level, placement, and an approximation to scaffolding.…
Descriptors: Young Children, Vocabulary Development, Books, Story Reading
A Book Reading Intervention with Preschool Children Who Have Limited Vocabularies: The Benefits of Regular Reading and Dialogic Reading.
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Hargrave, Anne C.; Senechal, Monique – Early Childhood Research Quarterly, 2000
Examined effects of two types of storybook reading experiences on acquisition of vocabulary of 36 preschoolers behind chronological age in expressive vocabulary. Found that children in the dialogic-reading condition made significantly larger gains in vocabulary introduced in the books, as well as gains on a standardized expressive vocabulary test,…
Descriptors: Comparative Analysis, Intervention, Preschool Children, Preschool Education
Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention
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Kamps, Debra; Abbott, Mary; Greenwood, Charles; Arreaga-Mayer, Carmen; Wills, Howard; Longstaff, Jennifer; Culpepper, Michelle; Walton, Cheryl – Learning Disability Quarterly, 2007
This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of…
Descriptors: Small Group Instruction, Reading Comprehension, Experimental Schools, Intervention
Adult Interactive Strategies and the Spontaneous Comments of Preschoolers During Joint Storybook Readings.
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Kertoy, Marilyn K. – Journal of Research in Childhood Education, 1994
Investigated whether specific strategies of commenting or questioning by the adult reader would influence the complexity and type of spontaneous comments to story details made by children listening to stories. Results suggest that parents and teachers should combine questioning and commenting during storybook readings to induce lengthier comments…
Descriptors: Emergent Literacy, Learning Motivation, Learning Strategies, Listening Comprehension