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Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction during Shared Storybook Reading

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Bibliographic Details
Title: Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction during Shared Storybook Reading
Language: English
Authors: Requa, Mary Kathryn, Chen, Yi-Jui Iva (ORCID 0000-0001-9845-5764), Irey, Robin, Cunningham, Anne E.
Source: Journal of Research in Childhood Education. 2022 36(1):159-182.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Parent Workshops, Intervention, Vocabulary Development, Parent Child Relationship, Comparative Analysis, Story Reading, Parents as Teachers, Measures (Individuals), Reading Achievement, Correlation, At Risk Persons, Preschool Children, Family Environment, Intelligence Tests, Verbal Ability, Vocabulary, Federal Programs, Disadvantaged Youth
Geographic Terms: California
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test, Expressive One Word Picture Vocabulary Test
DOI: 10.1080/02568543.2021.1931579
ISSN: 0256-8543
Abstract: This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1326222
Database: ERIC
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Abstract:This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement.
ISSN:0256-8543
DOI:10.1080/02568543.2021.1931579