Besides explicit inference of word meanings, associating words with diverse contexts may be a key mechanism underlying vocabulary learning through reading. Drawing from distributional semantic theory, we developed a text modification method called reflash to facilitate both word-context association and explicit inference. Using a set of left and…

The aim of the study is to investigate the effects of the story-based and game-based vocabulary teaching methods on learning the English equivalents of Turkish words, using these English words in sentences and writing these English words correctly. It was also aimed to investigate the effects of these methods on English reading comprehension…

This study was part of a larger three-year investigation of the effectiveness of a small-group, content-focused (science, social studies) preschool shared book reading vocabulary intervention implemented with Spanish-speaking emergent bilinguals enrolled in a one-way dual-language bilingual program. A subset of bilingual preschool teachers (N =…

Educators and researchers consider vocabulary development foundational in young children's language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English…

This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first…

Research Findings: A social validity measure was used to examine 56 bilingual preschool teachers' perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual…

Recently, early childhood programs in the United States are serving increasing numbers of dual language learners (DLLs), many of whom have disabilities or are considered at risk. Vocabulary skills in preschool and kindergarten are strong predictors of DLLs' early literacy and later reading achievement. However, DLLs might initially and temporarily…

Vocabulary and spelling are two of the most important skills to achieve success in an academic setting. This review of 15 articles highlights classroom interventions that successfully enhanced vocabulary and spelling skills among ESL, English Only, English language learners (ELL), and learning disabled (LD) students. The strategies that enhanced…

Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…

Children normally feel unable or less confident to express their ideas clearly, freely, and critically both orally and in writing when learning a language. Research has demonstrated that children's early exposure to Bloom's Taxonomy levels in stories has a "remarkable power" on them (Dickinson, et al. 2012) and helps develop their…

The purpose of this study was to examine the fast mapping skills in Spanish-English bilingual preschool children in two learning contexts: storybook reading and cartoon viewing. Eighteen typically developing Spanish-English bilingual preschool children completed a fast mapping task in Spanish (L1) and in English (L2). In 4 different sessions, each…

Parents play a crucial role in shaping children's emergent literacy through shared book reading. Shared book reading can foster literacy acquisition, promote vocabulary development, and improve print awareness, phonological awareness, and story comprehension (e.g., Bus et al., 1995; De Temple & Snow, 2003; Mol et al., 2008; Snow et al., 1998).…

For many students learning English as a second/foreign language is an uninteresting, dull experience. Quite often teachers present words, sentence patterns, and grammar rules in a very mechanical manner. As a result, people come to think of the teaching of grammar and vocabulary as a monotonous job. But a resourceful, imaginative and creative…

Research in second language acquisition has paid little attention to preliterate children learning a language which is absent from their environment outside the language class. This study examines the acquisition of English words by 24 French-speaking children aged 35-59 months, who were introduced to 57 words, embedded in stories and songs. Four…

This article bridges research to practice by summarizing an interactive content-enriched shared book reading approach that Spanish-speaking parents of preschool-age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education…