Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading
This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to...
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| Veröffentlicht in: | Journal of research in childhood education 2022-01, Vol.36 (1), p.159-182 |
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| container_title | Journal of research in childhood education |
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| creator | Requa, Mary Kathryn Chen, Yi-Jui Iva Irey, Robin Cunningham, Anne E. |
| description | This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement. |
| doi_str_mv | 10.1080/02568543.2021.1931579 |
| format | Article |
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Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement.</description><identifier>ISSN: 0256-8543</identifier><identifier>EISSN: 2150-2641</identifier><identifier>DOI: 10.1080/02568543.2021.1931579</identifier><language>eng</language><publisher>Olney: Routledge</publisher><subject>At Risk Persons ; At risk students ; Comparative Analysis ; Correlation ; Disadvantaged Youth ; Early literacy ; Elaborated and non-elaborated vocabulary instruction ; Family Environment ; Federal Programs ; Intelligence Tests ; Intervention ; Measures (Individuals) ; Parent Child Relationship ; Parent Workshops ; parent-child home literacy experiences ; Parents & parenting ; Parents as Teachers ; Preschool Children ; Reading ; Reading Achievement ; shared storybook reading ; Story Reading ; Verbal Ability ; Vocabulary ; Vocabulary Development</subject><ispartof>Journal of research in childhood education, 2022-01, Vol.36 (1), p.159-182</ispartof><rights>2021 Childhood Education International 2021</rights><rights>2021 Childhood Education International</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c360t-9b2f8ce669b5fbdc465064e28dbed6a3b53332f2c2ece7ffd53d0f11995144213</citedby><cites>FETCH-LOGICAL-c360t-9b2f8ce669b5fbdc465064e28dbed6a3b53332f2c2ece7ffd53d0f11995144213</cites><orcidid>0000-0001-9845-5764</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,4024,27923,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1326222$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Requa, Mary Kathryn</creatorcontrib><creatorcontrib>Chen, Yi-Jui Iva</creatorcontrib><creatorcontrib>Irey, Robin</creatorcontrib><creatorcontrib>Cunningham, Anne E.</creatorcontrib><title>Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading</title><title>Journal of research in childhood education</title><description>This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement.</description><subject>At Risk Persons</subject><subject>At risk students</subject><subject>Comparative Analysis</subject><subject>Correlation</subject><subject>Disadvantaged Youth</subject><subject>Early literacy</subject><subject>Elaborated and non-elaborated vocabulary instruction</subject><subject>Family Environment</subject><subject>Federal Programs</subject><subject>Intelligence Tests</subject><subject>Intervention</subject><subject>Measures (Individuals)</subject><subject>Parent Child Relationship</subject><subject>Parent Workshops</subject><subject>parent-child home literacy experiences</subject><subject>Parents & parenting</subject><subject>Parents as Teachers</subject><subject>Preschool Children</subject><subject>Reading</subject><subject>Reading Achievement</subject><subject>shared storybook reading</subject><subject>Story Reading</subject><subject>Verbal Ability</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><issn>0256-8543</issn><issn>2150-2641</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp9kN1uEzEQhS1UJNLAI1SyxPUG_6yd7B1VG6BVBVVbuLW8_iHbbjzp2CuUJ-C1u6uUqlf4ZiSfc-bTHEJOOFtwtmKfmFB6pWq5EEzwBW8kV8vmDZkJrlgldM2PyGzyVJPpHTnO-Z6Nj9fLGfl7F6zbdOk3vbYYUskUIj0t1U2XH-g1huw2AH3ATAvQ9XbXw56ue9sC2hI8tcnT75CqV1-_wNl26C3u6UXKBQdXOkj0fMCJcrsZMZ7eFsB9C_BAb4L1o_CevI22z-HD85yTn1_Wd2ffqqsfXy_OTq8qJzUrVdOKuHJB66ZVsfWu1orpOoiVb4PXVrZKSimicCK4sIzRK-lZ5LxpFK9rweWcfDzs3SE8DiEXcw8DphFphOaN5kzUenSpg8sh5Iwhmh122_Ekw5mZOjf_OjdT5-a58zF3csgF7NxLZn3JpdBCiFH_fNC7FAG39g9g702x-x4wok2uy0b-H_EEJzaTlA</recordid><startdate>20220101</startdate><enddate>20220101</enddate><creator>Requa, Mary Kathryn</creator><creator>Chen, Yi-Jui Iva</creator><creator>Irey, Robin</creator><creator>Cunningham, Anne E.</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><orcidid>https://orcid.org/0000-0001-9845-5764</orcidid></search><sort><creationdate>20220101</creationdate><title>Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading</title><author>Requa, Mary Kathryn ; Chen, Yi-Jui Iva ; Irey, Robin ; Cunningham, Anne E.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-9b2f8ce669b5fbdc465064e28dbed6a3b53332f2c2ece7ffd53d0f11995144213</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>At Risk Persons</topic><topic>At risk students</topic><topic>Comparative Analysis</topic><topic>Correlation</topic><topic>Disadvantaged Youth</topic><topic>Early literacy</topic><topic>Elaborated and non-elaborated vocabulary instruction</topic><topic>Family Environment</topic><topic>Federal Programs</topic><topic>Intelligence Tests</topic><topic>Intervention</topic><topic>Measures (Individuals)</topic><topic>Parent Child Relationship</topic><topic>Parent Workshops</topic><topic>parent-child home literacy experiences</topic><topic>Parents & parenting</topic><topic>Parents as Teachers</topic><topic>Preschool Children</topic><topic>Reading</topic><topic>Reading Achievement</topic><topic>shared storybook reading</topic><topic>Story Reading</topic><topic>Verbal Ability</topic><topic>Vocabulary</topic><topic>Vocabulary Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Requa, Mary Kathryn</creatorcontrib><creatorcontrib>Chen, Yi-Jui Iva</creatorcontrib><creatorcontrib>Irey, Robin</creatorcontrib><creatorcontrib>Cunningham, Anne E.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><jtitle>Journal of research in childhood education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Requa, Mary Kathryn</au><au>Chen, Yi-Jui Iva</au><au>Irey, Robin</au><au>Cunningham, Anne E.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1326222</ericid><atitle>Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading</atitle><jtitle>Journal of research in childhood education</jtitle><date>2022-01-01</date><risdate>2022</risdate><volume>36</volume><issue>1</issue><spage>159</spage><epage>182</epage><pages>159-182</pages><issn>0256-8543</issn><eissn>2150-2641</eissn><abstract>This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children's vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. 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| source | EBSCOhost Education Source |
| subjects | At Risk Persons At risk students Comparative Analysis Correlation Disadvantaged Youth Early literacy Elaborated and non-elaborated vocabulary instruction Family Environment Federal Programs Intelligence Tests Intervention Measures (Individuals) Parent Child Relationship Parent Workshops parent-child home literacy experiences Parents & parenting Parents as Teachers Preschool Children Reading Reading Achievement shared storybook reading Story Reading Verbal Ability Vocabulary Vocabulary Development |
| title | Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading |
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