The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers

Abstract

The effects of adult questioning on children's novel word acquisition during storybook reading were investigated. Three-year-olds were assigned to one of three conditions: vocabulary eliciting questions, noneliciting questions, and no questions (control). General vocabulary comprehension and novel word knowledge were equivalent across the groups before the storybook reading intervention. Children were read 3 storybooks repeatedly across 4 reading sessions and were tested for production and comprehension of novel words in the final session. Children's novel word comprehension increased more in both question conditions than in the control condition, suggesting that type of question is not as important to word learning as children's active engagement in discussion about novel words in general. Novel word production was not strongly affected by any of the reading conditions. However, asking children noneliciting questions did appear to foster production of new words more than not asking questions at all.

Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions

“…Literature within the socialinteractionist model of language acquisition (Tomasello, 1992), based in the writings of Vygotsky (1978), shows that specific aspects of adult speech are facilitative for child language development, particularly for children from areas designated as disadvantaged (Whitehurst, 1997) and especially for vocabulary development. These include aspects of language modelling, including labelling, and discourse enabling techniques including expanding and extending, as well as adult questioning techniques (Weitzman & Greenberg, 2002;Walsh & Blewitt, 2006;Whitehurst et al, 1988). Researchers have shown also less obvious links between language input and syntax development.…”

“…The observations of the classroom microsystem comprised of categories related to the teacher-child interactions which have been recognised by early childhood researchers to be key features of the effective early language pedagogy (Bickford-Smith et al, 2005;Dickinson, 2001a;2001b;Walsh & Blewitt, 2006;Weitzman & Greenberg, 2002;Whitehurst et al, 1988). The coding process was based on the categories of presence/ absence and frequency/non-frequency of occurrence of the observed phenomena.…”

When the daffodat flew to the intergalactic zoo: Off-line consolidation is critical for word learning from stories.

“…1986) has not been consistently replicated (Elley, 1989;Walsh & Blewitt, 2006). sensitive to part-word probability (i.e., the extent to which a word contains sound sequences that overlap with other words; Metsala & Walley, 1998;Storkell & Hoover, 2011) and that low levels of oral language are associated with differences in lexical competition 9 during spoken word recognition (Nation, 2014).…”

Aprendizagem de substantivos e adjetivos por meio de leitura compartilhada para crianças com desenvolvimento típico e com Síndrome de Down

“…Diversas pesquisas mostram que o contexto de leitura compartilhada de livros é eficiente no ensino de vocabulário para crianças (e. g. Horst, Parsons, & Bryan, 2011;McLeod & McDade, 2011;Sim & Berthelsen, 2014;Walsh & Blewitt, 2006;Williams & Horst, 2014 que possibilita maiores condições para a palavra ser aprendida (Horst, 2013).…”

“…Muitos estudos mostraram que realizar, durante a leitura, perguntas sobre o conteúdo da história ou das palavras alvo tem um maior efeito no desenvolvimento de aspectos da linguagem que a leitura regular (sem intervenção- Hargrave & Sénéchal, 2000;Sim & Berthelsen, 2014;Walsh & Blewitt, 2006). Um exemplo é o uso de leitura dialógica na qual o adulto realiza perguntas durante a leitura do livro para a criança, com o intuito de aumentar a interação com ela (Chow, McBride-Chang, Cheung, & Chow, 2008;Sim & Berthelsen, 2014;Whitehurst et al, 1988 …”