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作者 Marken, Rachel S
書名 Effects of presentation context on preschoolers' receptive acquisition of novel vocabulary through storybook reading
國際標準書號 9781109018912
book jacket
說明 40 p
附註 Source: Masters Abstracts International, Volume: 47-04, page: 2187
Thesis (M.S.)--The William Paterson University of New Jersey, 2008
The purpose of the current study was to examine the effects of storybook reading condition and language status on receptive vocabulary acquisition. Twelve monolingual English-speaking children and twelve bilingual Spanish-English speaking participated in two in-class storybook reading sessions followed by vocabulary assessments. The independent variables were storybook reading condition (passive listening, explanation and questioning) and language status (monolingual vs. bilingual). The dependent variable was the number of correctly identified target vocabulary items on post-test. Three separate one-way ANOVA's were used to analyze the effects of storybook reading condition on children's comprehension of ten novel target words. Additional ANOVA's were conducted to analyze the effect of language status on children's receptive acquisition of the target vocabulary items. The findings are not consistent with previous research; children in the explanation and questioning conditions did not acquire significantly more target vocabulary terms than those in the passive listening condition. The results also did not indicate a significant effect of language status on novel vocabulary acquisition
School code: 0610
Host Item Masters Abstracts International 47-04
主題 Health Sciences, Speech Pathology
Education, Reading
Alt Author The William Paterson University of New Jersey
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