Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge
In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The...
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| Veröffentlicht in: | Grantee Submission 2019-01, Vol.54 (1), p.41-61 |
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| creator | Hadley, Elizabeth B. Dickinson, David K. Hirsh-Pasek, Kathy Golinkoff, Roberta Michnick |
| description | In this study, the authors examined the impact of a vocabulary intervention designed to support vocabulary depth, or the building of semantic networks, in preschool children (n = 30). The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic groups. Using a within-subjects design, analyses indicated that the intervention had significant positive effects on children’s depth of vocabulary knowledge. Children showed significantly greater growth in vocabulary depth for words taught in taxonomies as compared with words taught in themes. Three types of semantic information were learned more deeply for taxonomy words as compared with theme words: information about category membership, perceptual features, and object function. Results suggest that fostering deep vocabulary knowledge involves not only teaching single word entities but also introducing systems of conceptually related words to build semantic networks. |
| doi_str_mv | 10.1002/rrq.225 |
| format | Article |
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The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic groups. Using a within-subjects design, analyses indicated that the intervention had significant positive effects on children’s depth of vocabulary knowledge. Children showed significantly greater growth in vocabulary depth for words taught in taxonomies as compared with words taught in themes. Three types of semantic information were learned more deeply for taxonomy words as compared with theme words: information about category membership, perceptual features, and object function. Results suggest that fostering deep vocabulary knowledge involves not only teaching single word entities but also introducing systems of conceptually related words to build semantic networks.</description><subject>1‐Early childhood</subject><subject>Arabic language</subject><subject>Assessment</subject><subject>Chinese languages</subject><subject>Cognitive</subject><subject>Cognitive Processes</subject><subject>Comparative Analysis</subject><subject>Concept Formation</subject><subject>Early Literacy</subject><subject>EDITORIAL</subject><subject>Educational Methods</subject><subject>Educational Strategies</subject><subject>Experimental/Quasi‐experimental</subject><subject>French language</subject><subject>Hierarchical Modeling</subject><subject>Instructional strategies; methods and materials</subject><subject>Intervention</subject><subject>Language Development</subject><subject>Networks</subject><subject>Oral language</subject><subject>Perceptions</subject><subject>Preschool Children</subject><subject>Quasi-experimental methods</subject><subject>Russian language</subject><subject>Semantics</subject><subject>Semiotics</subject><subject>Shared reading</subject><subject>Socio‐cognitive</subject><subject>Spanish language</subject><subject>Taxonomy</subject><subject>Teaching Methods</subject><subject>Theme</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><subject>Words</subject><issn>0034-0553</issn><issn>1936-2722</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>GA5</sourceid><recordid>eNp10M9LwzAUB_AgCtYp3kVh4MGDdObXS9qjzvkDhuLUc-jSRFK7dUtaxv57I5XdfJd3eB--PL4InRI8IhjTG-_XI0phDyUkZyKlktJ9lGDMeIoB2CE6CqHCcYCyBJ3dda4u3fJr-G4WxbJ1evhi2k3jv8MxOrBFHczJ3x6gz4fJx_gpnb4-Po9vp6lmAiA1UmfAMshorkuSA8l0KTLGreWCWcCW55zLklJeaDkHPceciIJwJog1OrdsgM77XOOdVivvFoXfqsm9wAKkjOfL_rzyzbozoVVV0_ll_EhRIjgQySiJ6qpX2jcheGN3QQSr315U7EXFXqK87uXG1Wb7H1Oz2VuvL3pdhbbxO80zAClyyX4AiFBo5A</recordid><startdate>20190101</startdate><enddate>20190101</enddate><creator>Hadley, Elizabeth B.</creator><creator>Dickinson, David K.</creator><creator>Hirsh-Pasek, Kathy</creator><creator>Golinkoff, Roberta Michnick</creator><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7T9</scope><scope>ERI</scope><scope>GA5</scope><orcidid>https://orcid.org/0000-0002-2880-6175</orcidid></search><sort><creationdate>20190101</creationdate><title>Building Semantic Networks</title><author>Hadley, Elizabeth B. ; 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The authors further investigated the effect of specific instructional strategies on growth in vocabulary depth. The intervention employed shared book reading and guided play methods to teach words in conceptually linked categories, such as taxonomic and thematic groups. Using a within-subjects design, analyses indicated that the intervention had significant positive effects on children’s depth of vocabulary knowledge. Children showed significantly greater growth in vocabulary depth for words taught in taxonomies as compared with words taught in themes. Three types of semantic information were learned more deeply for taxonomy words as compared with theme words: information about category membership, perceptual features, and object function. 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| subjects | 1‐Early childhood Arabic language Assessment Chinese languages Cognitive Cognitive Processes Comparative Analysis Concept Formation Early Literacy EDITORIAL Educational Methods Educational Strategies Experimental/Quasi‐experimental French language Hierarchical Modeling Instructional strategies methods and materials Intervention Language Development Networks Oral language Perceptions Preschool Children Quasi-experimental methods Russian language Semantics Semiotics Shared reading Socio‐cognitive Spanish language Taxonomy Teaching Methods Theme Vocabulary Vocabulary Development Words |
| title | Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers’ Depth of Word Knowledge |
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