The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children

Abstract

The purpose of the study that is reported in this article was to examine the effectiveness of a model of language-focused instruction, dehvered by the classroom teacher, on the vocabulary and narrative development of kindergarten children hving in high-poverty conditions. There were 22 participants, the majority significantly behind their peers on standardized measures of vocabulary and narrative (understanding and production). The four-day sequence of instruction focused on a different storybook each week for 12 weeks. The findings demonstrated that it was possible to increase both vocabulary and narrative with exphcit classroom instruction, repeated experiences, and active engagement. Implications for core kindergarten instruction and for teacher education are discussed.

Reading Aloud and First Language Development: A Systematic Review

“…Ionescu & Llie, 2018;Wright & Dunsmuir, 2019), narrative production (e.g. Baker et al, 2013;Nielsen et al, 2012), vocabulary depth (e.g. Damhuis et al, 2015;Van Druten-Frietman et al, 2016), mathematical and scientific language (e.g.…”

“…In most of the articles analyzed, children in the experimental group scored significantly higher than the control group in terms of receptive vocabulary after an intensive training based on reading aloud (33.33%). Some studies, in addition to reading aloud, included specific interventions on vocabulary, reporting significant learning in the general receptive vocabulary (Loftus-Rattan, Mitchell & Coyne, 2016;Nielsen, Friesen & Fink, 2012;Silverman, Crandell & Carlis, 2013;Zipoli, Coyne & McCoach, 2011) and in the receptive vocabulary of specific target words (Janssen, Segers, McQueen & Verhoeven, 2019). Obviously not all the training had the same effectiveness: with regard to the receptive vocabulary related to specific target words, a read-only session produced the same results as an associated reading with play session.…”

“…Following intensive mediated reading training, improvements in narrative skills (Nielsen et al, 2012) and increased mastery in the use of oral language (Makumbila & Rowland, 2016) were found. Listening to stories with the introduction of associated visual, auditive, tactile and motor cues would also seem to favor the ability to tell narrative sequences in chronological order (Ionescu & Ilie, 2018).…”

Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial

“…Multi‐contextual teaching of the meanings of words from books is a highly effective strategy to boost receptive and expressive language skills (Beck, McKeown, & Kucan, 2013; Biemiller & Boote, 2006; Coyne, McCoach, Loftus, Zipoli, & Kapp, 2009). Narrative development, encompassing knowledge of story structure and practice in retelling stories supports the development of language skills integral to communication, from concept formation and the ordering of personal experiences, to syntactic development and comprehension, as well as preparing children for literacy instruction (Lever & Sénéchal, 2011; Nielsen, Friesen, & Fink, 2012; Stadler & Ward, 2005). A major focus of the programme is on getting children to produce language, which reflects the theoretical view that language production is particularly important for language learning (Macdonald, 2013).…”

Vocabulary Interventions for Young Emergent Bilingual Children: A Systematic Review of Experimental and Quasi-Experimental Studies

“…While vocabulary research with EBC has been emerging, an extensive amount of research has documented the effectiveness of vocabulary interventions with monolingual children. The identified critical characteristics of effective teaching strategies include explicit teaching of word meaning; repeated exposures to novel words across various contexts; association methods that connect new with familiar concepts; multimedia approach using more than one medium; and active engagement in word learning activities (Justice et al, 2005; McKeown & Beck, 2014; National Reading Panel [NRP], 2000; Nielsen et al, 2012). Researchers have found similar effects with EBC (Lugo-Neris et al, 2010; Silverman, 2007).…”