Shared book reading: When and how questions affect young children's word learning.

Abstract

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. Asking questions about target words improved children's comprehension and production of word-referent associations, and children with larger vocabularies learned more than children with smaller vocabularies. Neither the demand level nor placement of questions differentially affected word learning. However, an approximation to scaffolding, in which adults asked low demand questions when words first appeared and high demand questions later, did facilitate children's deeper understanding of word meanings as assessed with a definition task. These results are unique in experimentally demonstrating the value for word learning of shifting from less to more challenging input over time. Discussion focuses on why a scaffolding-like procedure improves children's acquisition of elaborated word meanings.

Leitura compartilhada de livros e aprendizagem de palavras em crianças pré-escolares

“…De modo geral, as dicas investigadas com maior frequência nas pesquisas sobre leitura compartilhada são as dicas verbais: fazer perguntas de diferentes tipos (Blewitt, Rump, Shealy, & Cook, 2009), explicar o signifi cado de palavras novas (Biemiller & Boote, 2006), nomear especifi camente os elementos indefi nidos da história (Justice, 2002), fazer comentários sobre as palavras novas (Ard & Beverly, 2004), dar prompts e feedbacks para comentários do participante (Flores, Pires, & Souza, 2014) ou apresentar as palavras novas em múltiplos contextos (Wilkinson & Houston-Price, 2013). Dicas verbais, no entanto, parecem ser mais úteis para falantes mais experientes, capazes de fi car sob controle de aspectos semânticos e lexicais das frases.…”

Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading

“…Even if a five-year-old were to spend 30 minutes a day reading books or being read to, this would only constitute 3.13% of a 16-hour waking day. Thus, shared reading can make a contribution (Blewitt, Rump, Shealy, & Cook, 2009;Chow, McBride-Chang, Cheung, & Chow, 2008;Lonigan et al, 2008;Sénéchal, LeFevre, Thomas, & Daley, 1998) but it seems implausible that textrelated experiences drive vocabulary development in this age.…”

La narración en procesos de alfabetización inicial en un programa de biblioteca

“…Por otra parte, el uso de la interacción en los procesos narrativos es un elemento de primer orden en la creación del relato en todas las edades, lo que constata su valor, tal y como muestran un gran número de trabajos (Blewitt et al 2009;González et al, 2014). Así, a medida que se incrementa la edad de los participantes, también lo hace la interacción en los procesos narrativos.…”