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A Comparison of Vocabulary Learning ...

Bergman Deitcher, Deborah.

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A Comparison of Vocabulary Learning From Joint Reading of Narrative and Informational Books With Dual Language Learner Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Comparison of Vocabulary Learning From Joint Reading of Narrative and Informational Books With Dual Language Learner Children./
作者:	Bergman Deitcher, Deborah.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3612384
ISBN:	9781303739323

A Comparison of Vocabulary Learning From Joint Reading of Narrative and Informational Books With Dual Language Learner Children.
Bergman Deitcher, Deborah.

A Comparison of Vocabulary Learning From Joint Reading of Narrative and Informational Books With Dual Language Learner Children. - 174 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ph.D.)--City University of New York, 2014.

This item is not available from ProQuest Dissertations & Theses.

This study examined joint reading of narrative and informational texts in the home setting, between parents and their English-Hebrew dual language learning preschool children. Parent-child dyads were video-recorded while reading two sets of books; each set contained one narrative and one informational text on the same theme. Children's target word learning of 48 target words (12 words per book) of varying difficulty levels was measured from pretest to posttest. Results showed that children learned target words at both the receptive and expressive levels, with scores nearly tripling from pretest to posttest at the expressive level. Child's age, prior vocabulary knowledge, and target word difficulty level were significantly predictive of children's receptive word learning. Age, number of years the child was in Israel, prior vocabulary knowledge, and target word difficulty level were significantly predictive of children's expressive word learning. Contrary to expectation, book genre was not significantly predictive of word learning. However, parent book reading style differed by genre, with more overall talk, and nearly twice the number of the following elements occurring during readings of informational texts: references to vocabulary words, questions, text-to-text and text-to-reader references, restatements, and elaborations. Educational implications are discussed.

ISBN: 9781303739323Subjects--Topical Terms:

517650
Educational psychology.

A Comparison of Vocabulary Learning From Joint Reading of Narrative and Informational Books With Dual Language Learner Children.
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245 1 2 $a A Comparison of Vocabulary Learning From Joint Reading of Narrative and Informational Books With Dual Language Learner Children.
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500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Helen L. Johnson.
502 $a Thesis (Ph.D.)--City University of New York, 2014.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a This study examined joint reading of narrative and informational texts in the home setting, between parents and their English-Hebrew dual language learning preschool children. Parent-child dyads were video-recorded while reading two sets of books; each set contained one narrative and one informational text on the same theme. Children's target word learning of 48 target words (12 words per book) of varying difficulty levels was measured from pretest to posttest. Results showed that children learned target words at both the receptive and expressive levels, with scores nearly tripling from pretest to posttest at the expressive level. Child's age, prior vocabulary knowledge, and target word difficulty level were significantly predictive of children's receptive word learning. Age, number of years the child was in Israel, prior vocabulary knowledge, and target word difficulty level were significantly predictive of children's expressive word learning. Contrary to expectation, book genre was not significantly predictive of word learning. However, parent book reading style differed by genre, with more overall talk, and nearly twice the number of the following elements occurring during readings of informational texts: references to vocabulary words, questions, text-to-text and text-to-reader references, restatements, and elaborations. Educational implications are discussed.
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