Using Dialogic Reading and Direct Instruction of Emotion Words to Increase Emotion Vocabulary Knowledge in the Preschool Classroom
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| Title: | Using Dialogic Reading and Direct Instruction of Emotion Words to Increase Emotion Vocabulary Knowledge in the Preschool Classroom |
|---|---|
| Language: | English |
| Authors: | Ann-Marie Kogan (ORCID |
| Source: | Journal of Research in Innovative Teaching & Learning. 2026 19(1):89-101. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Preschool Children, Early Childhood Education, Social Emotional Learning, Intervention, Vocabulary, Psychological Patterns, Receptive Language, Expressive Language, Reading Aloud to Others, Self Management, Picture Books, Intelligence Tests, Verbal Ability |
| Geographic Terms: | Illinois (Chicago) |
| Assessment and Survey Identifiers: | Expressive One Word Picture Vocabulary Test, Peabody Picture Vocabulary Test |
| DOI: | 10.1108/JRIT-12-2023-0192 |
| ISSN: | 1947-1017 |
| Abstract: | Purpose: This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students. Design/methodology/approach: This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities. Findings: The results showed significant increases with small to medium effect sizes between the students' pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention's effectiveness. Practical implications This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom. Originality/value: This research uniquely applies this intervention as a universal strategy with preschool-aged children. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507958 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1507958 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Using Dialogic Reading and Direct Instruction of Emotion Words to Increase Emotion Vocabulary Knowledge in the Preschool Classroom – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ann-Marie+Kogan%22">Ann-Marie Kogan</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-3997-2439">0009-0007-3997-2439</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Innovative+Teaching+%26+Learning%22"><i>Journal of Research in Innovative Teaching & Learning</i></searchLink>. 2026 19(1):89-101. – Name: Avail Label: Availability Group: Avail Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 13 – 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> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Expressive+Language%22">Expressive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Aloud+to+Others%22">Reading Aloud to Others</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+Books%22">Picture Books</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Tests%22">Intelligence Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Ability%22">Verbal Ability</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Expressive+One+Word+Picture+Vocabulary+Test%22">Expressive One Word Picture Vocabulary Test</searchLink><br /><searchLink fieldCode="SU" term="%22Peabody+Picture+Vocabulary+Test%22">Peabody Picture Vocabulary Test</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/JRIT-12-2023-0192 – Name: ISSN Label: ISSN Group: ISSN Data: 1947-1017 – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This research addresses a need in early childhood education for evidence-based teaching strategies that build emotional self-regulation skills in young children. The intervention assessed in this study focused on increasing the emotion vocabulary of preschool-aged students. Design/methodology/approach: This mixed-methods, quasi-experimental study evaluated the impact a dialogic reading approach combined with direct instruction of emotion words during a shared book-reading activity had on students' emotion vocabulary knowledge. The study was conducted in a licensed daycare center in a suburb of Chicago, Illinois, with ten four- and five-year-old students. Pre- and post-session surveys assessed the intervention's impact on the students' receptive and expressive vocabulary knowledge, and observation notes captured the students' responses to the intervention activities. Findings: The results showed significant increases with small to medium effect sizes between the students' pre- and post-session survey scores for both receptive and expressive emotion vocabulary knowledge, a strong positive correlation between the level of student engagement during the intervention and their emotion vocabulary assessment scores, and the impact other variables had on the intervention's effectiveness. Practical implications This research provides information on a culturally adaptable and quickly learned teaching strategy that could be used to build emotional self-regulation skills in the early childhood classroom. Originality/value: This research uniquely applies this intervention as a universal strategy with preschool-aged children. – 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: EJ1507958 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507958 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/JRIT-12-2023-0192 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 89 Subjects: – SubjectFull: Preschool Children Type: general – SubjectFull: Early Childhood Education Type: general – SubjectFull: Social Emotional Learning Type: general – SubjectFull: Intervention Type: general – SubjectFull: Vocabulary Type: general – SubjectFull: Psychological Patterns Type: general – SubjectFull: Receptive Language Type: general – SubjectFull: Expressive Language Type: general – SubjectFull: Reading Aloud to Others Type: general – SubjectFull: Self Management Type: general – SubjectFull: Picture Books Type: general – SubjectFull: Intelligence Tests Type: general – SubjectFull: Verbal Ability Type: general – SubjectFull: Illinois (Chicago) Type: general – SubjectFull: Expressive One Word Picture Vocabulary Test Type: general – SubjectFull: Peabody Picture Vocabulary Test Type: general Titles: – TitleFull: Using Dialogic Reading and Direct Instruction of Emotion Words to Increase Emotion Vocabulary Knowledge in the Preschool Classroom Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ann-Marie Kogan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1947-1017 Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: Journal of Research in Innovative Teaching & Learning Type: main |
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