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English Language Learners' Second La...

Asbeck, Stephanie Ann.

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English Language Learners' Second Language Vocabulary Acquisition: Effectiveness of Bilingual Storybook Reading for Kindergarteners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	English Language Learners' Second Language Vocabulary Acquisition: Effectiveness of Bilingual Storybook Reading for Kindergarteners./
Author:	Asbeck, Stephanie Ann.
Description:	187 p.
Notes:	Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
Contained By:	Dissertation Abstracts International73-12A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3520827
ISBN:	9781267504852

English Language Learners' Second Language Vocabulary Acquisition: Effectiveness of Bilingual Storybook Reading for Kindergarteners.
Asbeck, Stephanie Ann.

English Language Learners' Second Language Vocabulary Acquisition: Effectiveness of Bilingual Storybook Reading for Kindergarteners. - 187 p.

Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2012.

This treatment crossover design study examined the effects of language of storybook reading, style of presentation of vocabulary words during storybook reading, initial general vocabulary, and frequency of home reading on children's English vocabulary acquisition through storybook reading. Twenty-nine native Spanish-speaking, kindergarten students, who were English language learners, participated in the study. There were two 2-week storybook reading periods. Children were randomly assigned by classroom to English-only or bilingual storybook reading in the first time period. In the second time period, children were exposed to the alternate storybook reading treatment. The two storybook reading treatments varied by language: English-only storybook reading or bilingual storybook reading, which consisted of prereading storybooks in the children's first language followed by additional readings in English. Within each storybook reading treatment, there were two vocabulary word sets that were presented either in an elaborated or implicit fashion.

ISBN: 9781267504852Subjects--Topical Terms:

1030294
Education, English as a Second Language.

English Language Learners' Second Language Vocabulary Acquisition: Effectiveness of Bilingual Storybook Reading for Kindergarteners.
LDR:03598nam a2200301 4500 001 1962786
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008 150210s2012 ||||||||||||||||| ||eng d
020 $a 9781267504852
035 $a (MiAaPQ)AAI3520827
035 $a AAI3520827
040 $a MiAaPQ $c MiAaPQ
100 1 $a Asbeck, Stephanie Ann. $3 2098901
245 1 0 $a English Language Learners' Second Language Vocabulary Acquisition: Effectiveness of Bilingual Storybook Reading for Kindergarteners.
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-12(E), Section: A.
500 $a Adviser: Ann C. Schulte.
502 $a Thesis (Ph.D.)--North Carolina State University, 2012.
520 $a This treatment crossover design study examined the effects of language of storybook reading, style of presentation of vocabulary words during storybook reading, initial general vocabulary, and frequency of home reading on children's English vocabulary acquisition through storybook reading. Twenty-nine native Spanish-speaking, kindergarten students, who were English language learners, participated in the study. There were two 2-week storybook reading periods. Children were randomly assigned by classroom to English-only or bilingual storybook reading in the first time period. In the second time period, children were exposed to the alternate storybook reading treatment. The two storybook reading treatments varied by language: English-only storybook reading or bilingual storybook reading, which consisted of prereading storybooks in the children's first language followed by additional readings in English. Within each storybook reading treatment, there were two vocabulary word sets that were presented either in an elaborated or implicit fashion.
520 $a All storybook reading treatment combinations led to significant gains in vocabulary. The language of storybook reading, style of presentation of vocabulary (elaborated or implicit) during storybook reading, and initial general vocabulary all were predictors of children's English vocabulary learning through storybook reading. There was a significant interaction between the two treatment conditions. Although elaboration of vocabulary consistently resulted in increased English vocabulary knowledge in children, regardless of whether the storybooks were read in English-only or bilingually, the English-only storybook reading treatment with word elaborations led to the most English vocabulary acquisition. The second most effective combination was bilingual storybook reading with elaborated presentation of target vocabulary. The failure to find the predicted advantage for bilingual storybook reading in both the elaborated and implicit vocabulary conditions may have been due to the decreased number of times children were exposed to the target vocabulary words in English when the first two readings of the storybook were presented in the children's first language. Children with higher initial general receptive vocabulary knowledge, assessed both in English and bilingually (English and Spanish combined), gained more from all storybook reading conditions. Study limitations, implications for practice and future research on the use of storybook reading as a vocabulary building strategy for English language learners were discussed in light of these findings.
590 $a School code: 0155.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Early Childhood. $3 1017530
690 $a 0441
690 $a 0282
690 $a 0518
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 73-12A(E).
790 $a 0155
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3520827