The Effects of an Intensive Shared Book-Reading Intervention for Preschool Children at Risk for Vocabulary Delay

Abstract

This study examined the effects of an intensive shared book-reading intervention on the vocabulary development of preschool children who were at risk for vocabulary delay. The participants were 125 children, who the researchers stratified by classroom and randomly assigned to one of two shared book-reading conditions (i.e., the experimental, Words of Oral Reading and Language Development [WORLD] intervention; or typical practice). Results on researcher-developed measures showed statistically and practically significant effects for the WORLD intervention with no differential effects for children with higher versus lower entry-level vocabulary knowledge. The researchers detected no statistically significant differences on standardized measures. Results suggest that a combination of instructional factors may be necessary to enhance the efficacy of shared book reading for children with early vocabulary difficulties.

A Comprehensive Examination of Preschool Teachers’ Implementation Fidelity When Using a Supplemental Language and Literacy Curriculum

“…During the last decade, numerous empirical reports have described impacts associated with implementation of language-and literacy-focused practices and programs in preschool settings (Cabell et al 2011;Christ et al 2011;Justice and Ezell 2002;Justice et al 2010b;Landry et al 2006;Pianta et al 2008b;Pollard-Durodola et al 2011). The impetus for such work in part reflects an interest in elevating the quality of language-and literacy-supports within preschool settings, as these are important for improving children's language and literacy skills prior to kindergarten entry.…”

“…Across such works, impacts of interest include teacher-related factors, such as their implementation of targeted techniques in the classroom (Cabell et al 2011;Piasta et al 2010;Wasik and Bond 2001), as well as child-related factors, primarily their development of key language and literacy skills Landry et al 2006;Pianta et al 2008b). From a theory-of-change perspective, achieving impacts on teacher-related factors, such as use of specific techniques or materials, is necessary for achieving change on child-related factors (Cabell et al 2011;Pianta et al 2008b;Pollard-Durodola et al 2011;Powell et al 2010).…”

Developing Social-emotional Vocabulary to support Self-regulation for Young Children at Risk for Emotional and Behavioral Problems

“…The observation protocol includes seven instructional strategies determined effective for improving children's vocabulary: (a) saying the target word aloud, (b) prompting students to repeat the target word, (c) providing a student-friendly explanation (d) incorporating and reviewing previously taught words, (e) providing examples of the target word in multiple contexts, (f) providing multiple exposures of the target word and (g) engaging students in discussions about the target word [17,26,30,31]. Teacher instruction is rated on a scale of 0-4: 0 if no targeted vocabulary is presented, 1 for saying the target word and using one additional strategy, 2 for saying the word and using more than one additional strategy, 3 for saying the word and using more than one additional strategy including lesson directed discussion, and 4 for saying the word, using more than one additional strategy including lesson directed discussion and extending the discussion beyond the lesson script.…”

Making the Case for Using Informational Text in Preschool Classrooms

“…For example, extending the informational text reading into guided play provides children an opportunity to engage in continued exposure to the vocabulary, language, and content of the book (Massey, 2013;Pollard-Durodola, Gonzalez, Simmons, Kwok, Taylor, Davis, Kim, & Simmons, 2011). The teacher's role in guided play is to interact and model with students using instructional tools, props, experiments and conversation (Saracho, 2004).…”