The Effects of Content-Enriched Shared Book Reading Versus Vocabulary-Only Discussions on the Vocabulary Outcomes of Preschool Dual Language Learners

Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bil...

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Veröffentlicht in:	Early education and development 2018-02, Vol.29 (2), p.245-265
Hauptverfasser:	Pollard-Durodola, Sharolyn D., Gonzalez, Jorge E., Saenz, Laura, Resendez, Nora, Kwok, Oiman, Zhu, Leina, Davis, Heather
Format:	Artikel
Sprache:	eng
Schlagworte:	Bilingual education Bilingual Education Programs Bilingual Teachers Bilingualism Classroom communication Comparative Analysis Content area instruction Content Area Reading Cost Effectiveness Disadvantaged Youth Educational Benefits English (Second Language) English proficiency Hierarchical Linear Modeling Intelligence Tests Intervention Language Proficiency Language Tests Learning outcomes Lesson Plans Native language acquisition Outcomes of Education Poverty Preschool Children Preschool Education Preschool Teachers Pretests Posttests Randomized Controlled Trials Reading Reading Instruction Receptive Language Science Instruction Scores Screening Tests Second Language Instruction Second Language Learning Shared reading Social Studies Spanish language Spanish Speaking Standardized Tests Statistical Analysis Teaching Methods Verbal Ability Vocabulary Vocabulary Development Vocabulary instruction
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