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Improving Rural Boarding Preschoolers' Vocabulary through After-School Reading Interventions

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Title: Improving Rural Boarding Preschoolers' Vocabulary through After-School Reading Interventions
Language: English
Authors: Juan Yan, Xiao Zhang (ORCID 0000-0001-6572-4411), Caroline Cohrssen, Cecilia Lai Wan Chan, Siu Man Ng
Source: Journal of Educational Psychology. 2026 118(4):504-518.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Preschool Children, Boarding Schools, Rural Areas, Preschool Education, Vocabulary, Language Acquisition, Reading Programs, Expressive Language, Receptive Language, Reading Skills, Program Effectiveness, After School Programs
Geographic Terms: China
Assessment and Survey Identifiers: Peabody Picture Vocabulary Test, Raven Progressive Matrices
DOI: 10.1037/edu0001007
ISSN: 0022-0663
1939-2176
Abstract: Preschoolers may board at school to access early childhood education in some rural areas of southwestern China. These young boarders usually exhibit disadvantaged language development relative to their nonboarding peers. Thus, effective language interventions for them are urgently needed. Here, 104 rural boarding preschoolers were recruited and randomized to a dialogic reading group, a group that watched prerecorded book-reading videos incorporating pseudocontingent interactions, or a control group for 8 weeks. The results showed that the two interventions had positive and equivalent effects on children's book-specific expressive vocabulary. Children in the dialogic reading group significantly improved their general expressive vocabulary relative to the control group. Effects on children's receptive vocabulary or Chinese reading skills were not found in both intervention groups. The findings indicate that teacher-child dialogic reading is an effective strategy to enhance rural boarding preschoolers' expressive vocabulary. Watching prerecorded pseudocontingent book-reading videos, though not as potent as dialogic reading, provides a valuable and labor-saving alternative.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507519
Database: ERIC
FullText Text:
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IllustrationInfo
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  Label: Title
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  Data: Improving Rural Boarding Preschoolers' Vocabulary through After-School Reading Interventions
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Juan+Yan%22">Juan Yan</searchLink><br /><searchLink fieldCode="AR" term="%22Xiao+Zhang%22">Xiao Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6572-4411">0000-0001-6572-4411</externalLink>)<br /><searchLink fieldCode="AR" term="%22Caroline+Cohrssen%22">Caroline Cohrssen</searchLink><br /><searchLink fieldCode="AR" term="%22Cecilia+Lai+Wan+Chan%22">Cecilia Lai Wan Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Siu+Man+Ng%22">Siu Man Ng</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. 2026 118(4):504-518.
– Name: Avail
  Label: Availability
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Boarding+Schools%22">Boarding Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Raven+Progressive+Matrices%22">Raven Progressive Matrices</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1037/edu0001007
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0022-0663<br />1939-2176
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Preschoolers may board at school to access early childhood education in some rural areas of southwestern China. These young boarders usually exhibit disadvantaged language development relative to their nonboarding peers. Thus, effective language interventions for them are urgently needed. Here, 104 rural boarding preschoolers were recruited and randomized to a dialogic reading group, a group that watched prerecorded book-reading videos incorporating pseudocontingent interactions, or a control group for 8 weeks. The results showed that the two interventions had positive and equivalent effects on children's book-specific expressive vocabulary. Children in the dialogic reading group significantly improved their general expressive vocabulary relative to the control group. Effects on children's receptive vocabulary or Chinese reading skills were not found in both intervention groups. The findings indicate that teacher-child dialogic reading is an effective strategy to enhance rural boarding preschoolers' expressive vocabulary. Watching prerecorded pseudocontingent book-reading videos, though not as potent as dialogic reading, provides a valuable and labor-saving alternative.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507519
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507519
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      – Type: doi
        Value: 10.1037/edu0001007
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 504
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Boarding Schools
        Type: general
      – SubjectFull: Rural Areas
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Reading Programs
        Type: general
      – SubjectFull: Expressive Language
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: After School Programs
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Peabody Picture Vocabulary Test
        Type: general
      – SubjectFull: Raven Progressive Matrices
        Type: general
    Titles:
      – TitleFull: Improving Rural Boarding Preschoolers' Vocabulary through After-School Reading Interventions
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            NameFull: Juan Yan
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            NameFull: Xiao Zhang
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            NameFull: Caroline Cohrssen
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            NameFull: Cecilia Lai Wan Chan
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            NameFull: Siu Man Ng
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              M: 05
              Type: published
              Y: 2026
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            – Type: issn-print
              Value: 0022-0663
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              Value: 1939-2176
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              Value: 118
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