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Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home.

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Title: Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home.
Authors: Baker, Doris Luft1, Mogna, Vivianne1, Rodriguez, Sandra1, Farmer, Dylan1, Yovanoff, Paul1
Source: Journal of International Special Needs Education. 2016, Vol. 19 Issue 2, p81-94. 14p. 3 Charts, 2 Graphs.
Subject Terms: *Preschool children, Oral communication, Early childhood vocabulary education
Abstract: We conducted two studies to examine the effects of an interactive read aloud and vocabulary intervention on the vocabulary knowledge of Spanish-speaking preschoolers living in the U.S. In Study 1, 68 children (n = 34 in the treatment group) and 6 parents in the treatment group received the intervention in Spanish at home, and in Spanish and English in the preschool. Results indicated a significant effect of the intervention on children’s receptive and expressive vocabulary knowledge in Spanish favoring the treatment group. Effect sizes were moderate to large. English outcomes were significant for the treatment group only on the receptive vocabulary measure. Children who participated in the Home plus Preschool intervention (n = 6) made significant gains on their Spanish vocabulary knowledge with large effect sizes. In Study 2 we conducted a single subject design study with four preschool children and their mothers. The intervention was provided at home. Results indicated a change from baseline to maintenance for all four children on their Spanish vocabulary knowledge. Parents in both studies saw important changes in their children’s engagement in read alouds as well as in their children’s communication skills. [ABSTRACT FROM AUTHOR]
Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education 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: Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+International+Special+Needs+Education%22">Journal of International Special Needs Education</searchLink>. 2016, Vol. 19 Issue 2, p81-94. 14p. 3 Charts, 2 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+vocabulary+education%22">Early childhood vocabulary education</searchLink>
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  Data: We conducted two studies to examine the effects of an interactive read aloud and vocabulary intervention on the vocabulary knowledge of Spanish-speaking preschoolers living in the U.S. In Study 1, 68 children (n = 34 in the treatment group) and 6 parents in the treatment group received the intervention in Spanish at home, and in Spanish and English in the preschool. Results indicated a significant effect of the intervention on children’s receptive and expressive vocabulary knowledge in Spanish favoring the treatment group. Effect sizes were moderate to large. English outcomes were significant for the treatment group only on the receptive vocabulary measure. Children who participated in the Home plus Preschool intervention (n = 6) made significant gains on their Spanish vocabulary knowledge with large effect sizes. In Study 2 we conducted a single subject design study with four preschool children and their mothers. The intervention was provided at home. Results indicated a change from baseline to maintenance for all four children on their Spanish vocabulary knowledge. Parents in both studies saw important changes in their children’s engagement in read alouds as well as in their children’s communication skills. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of International Special Needs Education is the property of Journal of International Special Needs Education 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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        Value: 10.9782/2159-4341-19.2.81
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      – Code: eng
        Text: English
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      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Oral communication
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      – SubjectFull: Early childhood vocabulary education
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      – TitleFull: Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home.
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            NameFull: Rodriguez, Sandra
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            NameFull: Farmer, Dylan
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              M: 05
              Text: 2016
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