What is it about?
What happens when teachers review academic vocabulary during the class day that were taught to preschoolers with limited oral language skills using prerecorded stories with embedded vocabulary lessons? We found a 20% boost in the ability of children to define these challenging, academic words.
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Why is it important?
Using a single-case experimental design approach, we studied 23 preschoolers who received small-group intervention with four novel words embedded in each of 6-8 books. Twelve of the children consistently learned superior learning of the words identified for classwide review. Three children demonstrated high levels of learning regardless of review. Six children showed mixed learning effects and two children demonstrated minimal learning. Ten children with above average language, learned words merely from the classwide review strategies. The addition of classwide review and practice opportunities is an effective means of enhancing the effects of an easy-to-implement small-group intervention that teaches challenging vocabulary words within pre-recorded stories.
Perspectives
This approach holds promise as a way to shrink the pervasive word gap that typically exists when children in high poverty communities enter school.
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Read the Original
This page is a summary of: Classwide Extensions of Vocabulary Intervention Improve Learning of Academic Vocabulary by Preschoolers, Journal of Speech Language and Hearing Research, January 2020, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2019_jslhr-19-00052.
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