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Vocabulary Instruction on Sesame Street: A Content Analysis of the Word on the Street Initiative.

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Title: Vocabulary Instruction on Sesame Street: A Content Analysis of the Word on the Street Initiative.
Authors: Larson, Anne L.1 lars4959@umn.edu, Rahn, Naomi L.2, Nippold, Marilyn, Masterson, Julie
Source: Language, Speech & Hearing Services in Schools. Jul2015, Vol. 46 Issue 3, p207-221. 15p. 1 Diagram, 4 Charts.
Subject Terms: *Content analysis, *Language acquisition, *Learning strategies, *Speech evaluation, *Speech therapists, *Vocabulary, Conceptual structures
Reviews & Products: Sesame Street (TV program)
Abstract: Purpose: Authors of this content analysis examined how Sesame Street's Word on the Street initiative aligns with research-based practices for selecting and teaching vocabulary to young children and considered how speech-language pathologists can use educational media to supplement traditional vocabulary instruction. Method: Study authors used a well-established vocabulary selection hierarchy to analyze 170 target words across 7 seasons of Word on the Street to judge appropriateness for preschool vocabulary instruction. The authors then coded vocabulary instruction across 96 episodes to determine frequency and types of teaching strategies used within this educational program. Results: Target word selection was appropriate in 77% of episodes. Some instructional strategies were used frequently (e.g., exposure to a word, examples, and nonexamples), whereas others were used rarely (e.g., definitions, active learning). Across episodes, there was substantial variability in how many opportunities children had to learn words. Conclusions: Vocabulary instruction during Word on the Street could be improved by targeting only high-utility words, maximizing learning opportunities during all segments, and increasing strategies that promote deep processing. Although research is needed to examine word learning during Word on the Street, speech-language pathologists may find selected segments targeting Tier 2 words useful for augmenting traditional intervention approaches. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Jul2015, Vol. 46 Issue 3, p207-221. 15p. 1 Diagram, 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+evaluation%22">Speech evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapists%22">Speech therapists</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Conceptual+structures%22">Conceptual structures</searchLink>
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  Data: Purpose: Authors of this content analysis examined how Sesame Street's Word on the Street initiative aligns with research-based practices for selecting and teaching vocabulary to young children and considered how speech-language pathologists can use educational media to supplement traditional vocabulary instruction. Method: Study authors used a well-established vocabulary selection hierarchy to analyze 170 target words across 7 seasons of Word on the Street to judge appropriateness for preschool vocabulary instruction. The authors then coded vocabulary instruction across 96 episodes to determine frequency and types of teaching strategies used within this educational program. Results: Target word selection was appropriate in 77% of episodes. Some instructional strategies were used frequently (e.g., exposure to a word, examples, and nonexamples), whereas others were used rarely (e.g., definitions, active learning). Across episodes, there was substantial variability in how many opportunities children had to learn words. Conclusions: Vocabulary instruction during Word on the Street could be improved by targeting only high-utility words, maximizing learning opportunities during all segments, and increasing strategies that promote deep processing. Although research is needed to examine word learning during Word on the Street, speech-language pathologists may find selected segments targeting Tier 2 words useful for augmenting traditional intervention approaches. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2015
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