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Effects of Read-Aloud Strategies on Young Children's Vocabulary Learning

Permanent Link: http://ufdc.ufl.edu/UFE0024861/00001

Material Information

Title: Effects of Read-Aloud Strategies on Young Children's Vocabulary Learning
Physical Description: 1 online resource (204 p.)
Language: english
Creator: Gallingane, Mary
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2009

Subjects

Subjects / Keywords: aloud, instruction, preschool, read, storybooks, vocabulary, vpk
Teaching and Learning -- Dissertations, Academic -- UF
Genre: Curriculum and Instruction (ISC) thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy EFFECTS OF READ-ALOUD STRATEGIES ON YOUNG CHILDREN?S VOCABULARY LEARNING By Mary Caitlin Gallingane August 2009 Co-chairs: Kristen M. Kemple and Christie L. Cavanaugh Major: Curriculum and Instruction It seems there are huge differences in vocabulary knowledge between young children in this country. These differences develop early in life and seem to remain constant throughout the elementary school period. There has been little attention to this component of reading in the early childhood years despite it being such a critical time for vocabulary development. Recent research is showing promising results in developing and evaluating new methods for vocabulary instruction. Educators need strategies that are both appropriate for preschool children and effective in promoting vocabulary learning in children who are not yet reading independently. The goal of this study is to evaluate the effectiveness of a structured, comprehensive framework for preschool vocabulary instruction consisting of a combination of research-supported strategies implemented during storybook read-aloud sessions for two lengths of time. The study used a quasi-experimental, split-plot design with two between-groups factors, condition (instructional intervention vs. comparison) and implementation time (short term vs. long term) and one within-groups factor, time of measurement (pretest vs. posttest). Participants were teachers and four- and five-year-old children drawn from area preschools and child-care centers. Quantitative data analysis revealed that the instructional intervention was an effective method for teaching targeted vocabulary words to preschool students. Both the short-term and long-term instruction periods were effective, the long-term condition much more so and obtaining a large effect size. Further analysis showed that the intervention did not have differential effects on students? learning according to prior levels of vocabulary knowledge; students with low vocabulary levels were able to learn the targeted words. Evidence of positive learning outcomes supports the instructional intervention and offers teachers a structure for storybook read-aloud sessions that addresses goals of an emergent literacy curriculum effectively. The lack of differential effects suggests that the approach may be a key to increasing the rate of vocabulary learning that is crucial for at-risk students. It would take more instructional time to teach targeted words for four days instead of two, but knowing more words leads to increased incidental learning of words making the extra instructional time beneficial to long-term word learning and achievement.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by Mary Gallingane.
Thesis: Thesis (Ph.D.)--University of Florida, 2009.
Local: Adviser: Kemple, Kristen M.

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2009
System ID: UFE0024861:00001

Permanent Link: http://ufdc.ufl.edu/UFE0024861/00001

Material Information

Title: Effects of Read-Aloud Strategies on Young Children's Vocabulary Learning
Physical Description: 1 online resource (204 p.)
Language: english
Creator: Gallingane, Mary
Publisher: University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2009

Subjects

Subjects / Keywords: aloud, instruction, preschool, read, storybooks, vocabulary, vpk
Teaching and Learning -- Dissertations, Academic -- UF
Genre: Curriculum and Instruction (ISC) thesis, Ph.D.
bibliography   ( marcgt )
theses   ( marcgt )
government publication (state, provincial, terriorial, dependent)   ( marcgt )
born-digital   ( sobekcm )
Electronic Thesis or Dissertation

Notes

Abstract: Abstract of Dissertation Presented to the Graduate School of the University of Florida in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy EFFECTS OF READ-ALOUD STRATEGIES ON YOUNG CHILDREN?S VOCABULARY LEARNING By Mary Caitlin Gallingane August 2009 Co-chairs: Kristen M. Kemple and Christie L. Cavanaugh Major: Curriculum and Instruction It seems there are huge differences in vocabulary knowledge between young children in this country. These differences develop early in life and seem to remain constant throughout the elementary school period. There has been little attention to this component of reading in the early childhood years despite it being such a critical time for vocabulary development. Recent research is showing promising results in developing and evaluating new methods for vocabulary instruction. Educators need strategies that are both appropriate for preschool children and effective in promoting vocabulary learning in children who are not yet reading independently. The goal of this study is to evaluate the effectiveness of a structured, comprehensive framework for preschool vocabulary instruction consisting of a combination of research-supported strategies implemented during storybook read-aloud sessions for two lengths of time. The study used a quasi-experimental, split-plot design with two between-groups factors, condition (instructional intervention vs. comparison) and implementation time (short term vs. long term) and one within-groups factor, time of measurement (pretest vs. posttest). Participants were teachers and four- and five-year-old children drawn from area preschools and child-care centers. Quantitative data analysis revealed that the instructional intervention was an effective method for teaching targeted vocabulary words to preschool students. Both the short-term and long-term instruction periods were effective, the long-term condition much more so and obtaining a large effect size. Further analysis showed that the intervention did not have differential effects on students? learning according to prior levels of vocabulary knowledge; students with low vocabulary levels were able to learn the targeted words. Evidence of positive learning outcomes supports the instructional intervention and offers teachers a structure for storybook read-aloud sessions that addresses goals of an emergent literacy curriculum effectively. The lack of differential effects suggests that the approach may be a key to increasing the rate of vocabulary learning that is crucial for at-risk students. It would take more instructional time to teach targeted words for four days instead of two, but knowing more words leads to increased incidental learning of words making the extra instructional time beneficial to long-term word learning and achievement.
General Note: In the series University of Florida Digital Collections.
General Note: Includes vita.
Bibliography: Includes bibliographical references.
Source of Description: Description based on online resource; title from PDF title page.
Source of Description: This bibliographic record is available under the Creative Commons CC0 public domain dedication. The University of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.
Statement of Responsibility: by Mary Gallingane.
Thesis: Thesis (Ph.D.)--University of Florida, 2009.
Local: Adviser: Kemple, Kristen M.

Record Information

Source Institution: UFRGP
Rights Management: Applicable rights reserved.
Classification: lcc - LD1780 2009
System ID: UFE0024861:00001


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Full Text

PAGE 11

The Importance of Vocabulary

PAGE 16

Statement of the Problem rate

PAGE 22

Reading Aloud Why Use Storybooks to Promote Vocabulary Growth

PAGE 26

The Impact of Story Read Aloud Sessions on Vocabulary Frequency of Exposures to Words

PAGE 30

Simple Instruction Repeating Text and Explaining Meanings

PAGE 33

Active Participation by the Child Questioning and Discussion

PAGE 43

Rich Extended Robust Comprehensive Instruction

PAGE 48

Summary

PAGE 50

Purpose of the Study

PAGE 51

Research Questions Significance of the Study

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Design n helped

PAGE 54

Participants

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Measures

PAGE 58

Peabody Picture Vocabulary Test 3rd Edition

PAGE 59

Coyne Vocabulary Protocol Early Language and Literacy Classroom Observation Toolkit

PAGE 60

Materials and Instruction Materials

PAGE 62

Instructional Framework

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Multiple readings and identifying targeted words Explaining the meaning Open-ended questions

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completion rec all open-ended wh questions what why where when distancing Discussion

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Integration into classroom activities Instruction al sequence and implementation time

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Comparison Groups

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Procedures

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n n n n

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Statistical Assumptions of ANOVA n n p

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p p p Group Equivalency F p F p F p Effectiveness of the Instructional Intervention

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F p F p F p F p

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F p F p F p F p F p Strength of Effect for Word Learning

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Differential Effects on Extreme Gr oups

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F p F p F p F p F p F p F p

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n n n n n n n n n n n n

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Effectiveness of the Intervention

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Differential Effects of the Intervention short long high long low short low

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Implications for Practice

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enough Limitations of the Study

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Implications for Future Research

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Please read this consent document carefully before you decide to participate in this study. Purpose of the research study: What you will be asked to do in the study: Time required:

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Risks and Benefits: Compensation: Confidentiality: Voluntary participation: Right to withdraw from the study: Whom to contact if you have questions about the study: Whom to contact about your rights as a research participant in the stu dy: Agreement:

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crisp announced st ream

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suffering drift discouraged

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material soared examine

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The umbrella. Jamelas dress. dear juno. Carrot soup. A bad case of stripes. Doctor deSoto.

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Introduce the Book and and Identify the Words Read the Book

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Teach the Words and How to Use Them 1.

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2. 3.

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Extend Throughout the Week

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Re-Introduce the Book Re-Identify the Words Re-Read the Book

PAGE 110

Review the Words 1. 2. 3. Discuss the Words and How to Use Them 1. 2.

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3. Extend Throughout the Week

PAGE 112

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words

PAGE 113

Extend Throughout the Week

PAGE 114

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words

PAGE 115

Extend Throughout the Week

PAGE 116

Intro duce the Book and and Identify the Words 1. 2. 3. Read the Book

PAGE 117

foxes Teach the Words and How to Use Them 1.

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2.

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3. Extend Throughout the Week

PAGE 120

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Rea d the Book

PAGE 121

Review the Words 1. 2. 3. Discuss the Words and How to Use Them 1. 2.

PAGE 122

3. Extend Throughout the Week

PAGE 123

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book Review an d Discuss the Words 1. 2.

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3. 1. why 2. 3. Extend Throughout the Week

PAGE 125

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words 1. 2.

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3. Extend Throughout the Week

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Introduce the Book Identify the Words 1. 2. 3. Read the Book

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Teach the Words and How to Use Them 1.

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2.

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3. Extend Throughout the Week

PAGE 131

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book

PAGE 132

Review the Words 1. 2. 3. Discuss the Words and How to Use Them 1. 2.

PAGE 133

3. Extend Throughout the Week

PAGE 134

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book Review and Discuss the Words 1. 2.

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3. 1. 2. 3. Why? Extend Throughout the Week

PAGE 136

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words 1. 2. 3.

PAGE 137

* Exten d Throughout the Week

PAGE 138

Introduce t he Book Identify the Words 1. 2. 3. Read the Book

PAGE 139

Teach the Words and How to Use Them 1.

PAGE 140

2.

PAGE 141

3. Extend Throughout the Week

PAGE 142

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book

PAGE 143

Review the Words 1. 2. 3. Discuss the Words and How to Use Them 1.

PAGE 144

2. 3. Extend Throughout the Week

PAGE 145

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book Review and Discuss the Words 1. 2.

PAGE 146

3. 1. 2. 3. Extend Throughout the Week why

PAGE 147

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words 1. 2. 3.

PAGE 148

Extend Throughout the Week

PAGE 149

Introduce the Book Identify the Words 1. 2. 3. Read the Book

PAGE 150

Teach the Words and How t o Use Them 1.

PAGE 151

2.

PAGE 152

3. Extend Throughout the Week

PAGE 153

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book

PAGE 154

Review the Words 1. 2. 3. Discuss the Words and How to Use Them 1.

PAGE 155

2. 3. Extend Throughout the Week

PAGE 156

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book Review and Discuss the Words 1. 2.

PAGE 157

3. 1. 2. 3. Extend Throughout the Week

PAGE 158

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words 1. 2.

PAGE 159

3. Extend Throughout the Week

PAGE 160

Introduce the Book I dentify the Words 1. 2. Read the Book

PAGE 161

Teach the Words and How to Use Them 1.

PAGE 162

2.

PAGE 163

Extend Throughout the Week

PAGE 164

Re-Introduce the Book Re-Identify the Words 1. 2. Re-Read the Book

PAGE 165

Review the Words 1. 2. Discuss the Words and How to Use Them 1. 2. Extend Throughout the Week

PAGE 166

Re-Introduce the Book Re-Identify the Wor ds 1. 2. Re-Read the Book Review and Discuss the Words 1. 2.

PAGE 167

1. 2. Extend Throughout the Week why

PAGE 168

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words 1. 2. o o o o o o

PAGE 169

* Extend Throughout the Week

PAGE 170

Introduce the Book Identify the Words 1. 2. 3. Read the Book

PAGE 171

think Teach the Words and How to Use Them 1.

PAGE 172

2. 3.

PAGE 173

Exte nd Throughout the Week

PAGE 174

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book

PAGE 175

Review the Words 1. 2. 3. Discuss the Words and How to Use Them 1. 2.

PAGE 176

~ ~ ~ ~ ~ ~ 3. Extend Throughout the Week

PAGE 177

Re-Introduce the Book Re-Identify the Words 1. 2. 3. Re-Read the Book Review and Discuss the Words 1. 2.

PAGE 178

3. 1. ~ ~ ~ ~ ~ ~ 2. 3. ~ ~ ~ ~ ~ ~ Extend Throughout the Week

PAGE 179

Re-Introduce the Book Re-Identify the Words Re-Read the Book Review and Discuss the Words 1. 2. ~ ~ ~ ~ ~ ~ 3.

PAGE 180

* ~ ~ ~ ~ ~ ~ Extend Throughout the Week

PAGE 181

* * * * *

PAGE 183

Frequency of Exposures to Words

PAGE 186

Simple Instruction Repeating Text and Expla ining Meanings

PAGE 189

Active Participation by the Child

PAGE 194

Rich Extended Robust Combinations of Strategies

PAGE 195

un

PAGE 197

Behavior Research Methods, 37 What reading research tells us about children with diverse learnin g needs: Bases and basics The Reading Teacher, 55 The Elementary School Journal, 107 Bringing words to life: Robust vocabulary instruction. Journal of Educational Psychology, 74 American Educator,25 Reading Psychology, 24 Journal of Educational Psychology, 98 Journal of Educational Psychology, 93 Handbook of reading research: Volume 3 Jou rnal of Educational Psychology, 94

PAGE 198

The Elementary School Journal, 96 Educational and Psychological Measurement, 33 Learning Disability Quarterly, 30 Vocabulary instruction: Research to practice Exceptionality, 12 Developmental Psychology, 33 American Educator Spring/Summer 1998 Journal of Educational P sychology,33 Reading Research Quarterly, 29 Peabody Picture Vocabulary Test 3rd Edition. Developmental Review, 14, Journal of Reading Behavior, 20 Reading Research Quarterly, 24 Journal of Reading Psychology, 20,

PAGE 199

Social Science Research, 33 Language, Speech, and Hearing Se rvices in Schools, 38 Journal of Research in Childhood Education, 19 Early Childhood Research Quarterly, 15 Journal of Applied Behavior Anal ysis, 8 Psychosocial Influences in Retarded Performance: Volume 2 Strategies for Improving Competence Meaningful differences in the everyday experience of young American children. American Educator, 27 Jou rnal of Child Language, 15 Journal of Educational Psychology, 80 Language, Speech, and Hearing Services in Schools, 36 The nations report card: Reading 2007

PAGE 200

Developmental Review, 14 Vocabulary Acquisition: Implictations for Reading Comprehension Ha ndbook of Research on Teaching the English Language Arts Reading Resesarch Quarterly, 28 On Reading Books to Children: Parents and Teachers Handbook of Early Literacy Research Journal of Reading Behavior, 15 Reading Research Quarterly, 20 Vocabulary Acquisition: Implictations for Reading Comprehension Handbook of reading research: Volume 3 International Journal of Language and Communication Disorder, 41

PAGE 201

Report of the National Reading Panel. Teaching children to read: An evidence -based assessment of the scientific research literature on reading and its implications for reading instruction Developmental Psychology, 41 Education and Treatment of Children, 30 Contemporary Educational Psychology, 25 Psychological Methods, 8 Journal of Educational Psychology, 94 Educational and Psychological Measurement, 64 Developmental Psychology, 35 Scientific Studies of Reading, 11 Journal of Educational Psychology, 86 Developmental Review, 14 Developmental Review, 14 Journal of Child Language, 24 Reading Research Quarterly, 28

PAGE 202

Handbook of Early Literacy Research Journal of Educational Psychology, 87 Users Guide to the Early Language and Literacy Classroom Observation Toolkit. Journal of Research in Childhood Education, 6 Journal of Research i n Childhood Education, 10 Review of Educational Research, 56 Teaching word meanings. Vocabulary instructio n: R esearch to practice Reading Research Quarterly, 21 Developmental Psychology, 38 The Reading Teacher, 61 Early Childhood Education Journal, 33

PAGE 203

Journal of Educational Psychology, 93 Jour nal of Educational Psychology, 98 Developmental Psychology, 30 Journal of Educational Psychology, 86 Developmental P sychology 24 Journal of Educational Psychology, 91 Journal of Speech, Language, and Hearing Research, 50 On Reading Books to Children: Parents and Teachers