Vocabulary acquisition in young children: The role of the story

Hepburn, Emma; Egan, Bridget A.; Flynn, Naomi

doi:10.1177/1468798410363754

Cited by 11 publications

(8 citation statements)

References 25 publications

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“…The specific features of a book may thus be particularly important when extratextual supports are insufficient or nonexistent, such as during lower-quality shared-reading or independent reading experiences [5,13,14].…”

Section: Introductionmentioning

confidence: 99%

Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks

Pinkham

Kaefer

Neuman

2014

Child Development Research

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For young children, storybooks may serve as especially valuable sources of new knowledge. While most research focuses on how extratextual comments influence knowledge acquisition, we propose that children’s learning may also be supported by the specific features of storybooks. More specifically, we propose that texts that invoke children’s knowledge of familiar taxonomic categories may support learning by providing a conceptual framework through which prior knowledge and new knowledge can be readily integrated. In this study, 60 5-year olds were read a storybook that either invoked their knowledge of a familiar taxonomic category (taxonomic storybook) or focused on a common thematic grouping (traditional storybook). Following the book-reading, children’s vocabulary acquisition, literal comprehension, and inferential comprehension were assessed. Children who were read the taxonomic storybook demonstrated greater acquisition of target vocabulary and comprehension of factual content than children who were read the traditional storybook. Inferential comprehension, however, did not differ across the two conditions. We argue for the importance of careful consideration of book features and storybook selection in order to provide children with every opportunity to gain the knowledge foundational for successful literacy development.

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Section: Introductionmentioning

confidence: 99%

Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks

Pinkham

Kaefer

Neuman

2014

Child Development Research

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“…In the process, the storyteller can strategically use specific types of voice modulations and gestures as important vocal and visual clues for the children to make inferences about the meanings of words while they follow the unfolding storyline. Stories with repeated or parallel sequences of events, onomatopoetic sounds and rhyme are found to increase the child's enjoyment (Hepburn et al, ). This study has shown that voice modulations and/or well‐coordinated gestures aptly used by the storyteller can also help to keep children interested throughout the storytelling process.…”

Section: Resultsmentioning

confidence: 99%

“…Studies which discuss benefits of parent/teacher–child interactions during shared storybook reading or read‐aloud events (e.g. Hepburn et al, ; Kang et al, ) have explained that children create a verbal referent or meaning of an unknown word when it is embedded in an interesting context, such as in the context of following a storyline. Interactions with the adults further help them make connections and inferences as they extract information from narratives as well as their prior knowledge.…”

Section: Introductionmentioning

confidence: 99%

It's story time!: exploring the potential of multimodality in oral storytelling to support children's vocabulary learning

Lwin

2016

Literacy

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Although many studies have been done on the benefits of parent/teacher-child interactions during shared storybook reading or read'aloud sessions, very few have examined the potential of professional storytellers' oral discourse to support children's vocabulary learning. In those storytelling sessions conducted by professional storytellers, the process of telling a story is typically not accompanied by a book, but only by the teller's well'coordinated gestures, facial expressions and voice modulations. In this study, I perform a multimodal analysis of storytellers' oral discourse recorded during two storytelling sessions for four-to-five-year-old children. The study aims to (1) find out the specific types of vocal and visual features accompanying the spoken words which were unlikely to be known by the children but used by the storytellers for representations of events and characters, and (2) explore the potential of these multimodal features in oral storytelling to support children's inferring of word meanings. The study offers insights into multimodality in oral storytelling and implications for exploring the potential of multimodal features in this form of literacy practice to support children's vocabulary learning.

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“…Listening to and reading stories are important activities that support children's development both at home and at preschool institutions. Research has revealed that stories read and told to children contribute to their development in many areas, such as listening comprehension, narrative skills, vocabulary acquisition, print awareness, prosocial behaviors, and mathematical skills (Altun, 2016;Bus, van Ijzendoorn, & Pellegrini, 1995;Flack, Field, & Horst, 2017;Hepburn, Egan, & Flynn, 2010;Uzmen & Mağden, 2002). Picture books provide a context for children to be exposed to many concepts and topics, enabling the acquisition of these concepts during their early childhood education programs (Ulusoy & Altun, 2017).…”

Section: Introductionmentioning

confidence: 99%

Okul Öncesi Öğretmen Adaylarının Kişisel Okuma Alışkanlıkları, Tutumları ve Deneyimlerinin Resimli Hikâye Kitabı Seçme Yeterliliklerini Yordama Düzeyi

Altun

2018

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Listening to and reading stories are important activities for children's development, and they can be supported in pleasant ways both at home and at preschool institutions. Thus, quality children's books with rich content are important for supporting preschoolers' development. Therefore, it is important for preschool teachers to choose books that are appropriate for the development level of children. It is thought that the book experiences of the pre-service teachers depend on their reading attitudes and that their habits may influence their competence when selecting picture books for children. This study aimed to examine the relationship between pre-service teachers' personal reading culture and experiences and their competence in selecting picture books for children. Participants of the study totaled 213 (female, 172; male, 41) pre-service preschool teachers. The results of the study revealed that there is a significant relationship between pre-service teachers' personal reading habits, reading attitudes, the number of children's books they read during their university education, and the children's literature courses they take at the university and their competence in selecting children's picture books.

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Vocabulary acquisition in young children: The role of the story

Cited by 11 publications

References 25 publications

Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks

Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks

It's story time!: exploring the potential of multimodality in oral storytelling to support children's vocabulary learning

Okul Öncesi Öğretmen Adaylarının Kişisel Okuma Alışkanlıkları, Tutumları ve Deneyimlerinin Resimli Hikâye Kitabı Seçme Yeterliliklerini Yordama Düzeyi

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