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Preschoolers' incidental learning of...

University of South Carolina.

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Preschoolers' incidental learning of novel words during storybook reading.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Preschoolers' incidental learning of novel words during storybook reading./
作者:	McLeod, Angela N.
面頁冊數:	72 p.
附註:	Adviser: Hiram L. McDade.
Contained By:	Dissertation Abstracts International65-08B.
標題:	Health Sciences, Speech Pathology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3142832
ISBN:	9780496006472

Preschoolers' incidental learning of novel words during storybook reading.
McLeod, Angela N.

Preschoolers' incidental learning of novel words during storybook reading. - 72 p.

Adviser: Hiram L. McDade.

Thesis (Ph.D.)--University of South Carolina, 2004.

Results revealed that young children demonstrate proficiency with acquiring novel labels for unfamiliar concepts following minimal exposure. A preference for learning nouns over verbs in both story conditions was also discovered.

ISBN: 9780496006472Subjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Preschoolers' incidental learning of novel words during storybook reading.
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245 1 0 $a Preschoolers' incidental learning of novel words during storybook reading.
300 $a 72 p.
500 $a Adviser: Hiram L. McDade.
500 $a Source: Dissertation Abstracts International, Volume: 65-08, Section: B, page: 3987.
502 $a Thesis (Ph.D.)--University of South Carolina, 2004.
520 $a Results revealed that young children demonstrate proficiency with acquiring novel labels for unfamiliar concepts following minimal exposure. A preference for learning nouns over verbs in both story conditions was also discovered.
520 $a A child's early years are characterized by remarkable word learning abilities. While many theories have been advanced, attempting to explain such rapid growth in vocabulary acquisition, direct instruction alone does not appear to account for the immense rate of word learning experienced (Cain, Oakhill, & Elbro, 2003; Justice, 2002; Wells, 1986). Studies have also revealed that nouns are acquired with greater proficiency than verbs (Bloom, 2000; Boysson-Bardies, 1999). Additionally, children demonstrate a preference for learning words constructed of sound sequences that occur with high frequency within a language (Jusczyk, Luce, & Charles-Luce, 1994; Storkel, 2001).
520 $a Several studies have investigated children's ability to extract words incidentally from their environments (Elley, 1989; Ewers & Brownson, 1999; Senechal, 1997). Environmental influences on preschoolers' word learning commonly cited in the literature include conversations, play activities, television, storytelling, and storybooks.
520 $a It is documented that reading styles and interactions during book reading events may differentially influence the degree of word learning (Calkins, 2001; Hargrave & Senechal, 2000; Holdaway, 1979; Routman, 2000). There appears to exist a paucity of data providing insight as to what extent word learning occurs when no interactive strategies are employed in book reading settings.
520 $a This study investigated the ability of 44 preschool children to identify novel words (words to which known referents could not easily be attached) after hearing them in stories. All target words were comprised of high phonotactic probability sequences. A second purpose was to compare the rates of learning of nouns and verbs.
520 $a All participants were typically developing African American and Caucasian children from native English-speaking, monolingual homes. Target words were presented in two versions of a similar story, and word learning was measured with receptive post-tests.
520 $a These findings represent initial steps toward increased understanding of preschoolers' remarkable word learning capabilities. As greater insight is obtained, methods and materials for instruction and intervention may be developed, particularly centered around storybooks and literacy experiences.
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790 1 0 $a McDade, Hiram L., $e advisor
791 $a Ph.D.
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