- Permanent Link:
- https://ufdc.ufl.edu/UFE0024861/00001
Material Information
- Title:
- Effects of Read-Aloud Strategies on Young Children's Vocabulary Learning
- Creator:
- Gallingane, Mary
- Place of Publication:
- [Gainesville, Fla.]
- Publisher:
- University of Florida
- Publication Date:
- 2009
- Language:
- english
- Physical Description:
- 1 online resource (204 p.)
Thesis/Dissertation Information
- Degree:
- Doctorate ( Ph.D.)
- Degree Grantor:
- University of Florida
- Degree Disciplines:
- Curriculum and Instruction (ISC)
Teaching and Learning
- Committee Chair:
- Kemple, Kristen M.
- Committee Members:
- Cavanaugh, Christie
Smith-Bonahue, Tina M.
Bishop, Anne
- Graduation Date:
- 8/8/2009
Subjects
- Subjects / Keywords:
- Book clubs ( jstor )
Child psychology ( jstor )
Classrooms ( jstor )
Learning ( jstor )
Preschool education ( jstor )
Reading instruction ( jstor )
Students ( jstor )
Teachers ( jstor )
Vocabulary ( jstor )
Words ( jstor )
Teaching and Learning -- Dissertations, Academic -- UF
aloud, instruction, preschool, read, storybooks, vocabulary, vpk
- Genre:
- Electronic Thesis or Dissertation
born-digital ( sobekcm )
Curriculum and Instruction (ISC) thesis, Ph.D.
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. ( en )
- 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.
- Thesis:
- Thesis (Ph.D.)--University of Florida, 2009.
- Local:
- Adviser: Kemple, Kristen M.
- Statement of Responsibility:
- by Mary Gallingane.
Record Information
- Source Institution:
- University of Florida
- Holding Location:
- University of Florida
- Rights Management:
- Copyright Gallingane, Mary. Permission granted to the University of Florida to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
- Resource Identifier:
- 489240962 ( OCLC )
- Classification:
- LD1780 2009 ( lcc )
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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
PAGE 53
Design n helped
PAGE 54
Participants
PAGE 57
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
PAGE 63
Multiple readings and identifying targeted words Explaining the meaning Open-ended questions
PAGE 64
completion rec all open-ended wh questions what why where when distancing Discussion
PAGE 65
Integration into classroom activities Instruction al sequence and implementation time
PAGE 66
Comparison Groups
PAGE 67
Procedures
PAGE 71
n n n n
PAGE 72
Statistical Assumptions of ANOVA n n p
PAGE 73
p p p Group Equivalency F p F p F p Effectiveness of the Instructional Intervention
PAGE 74
F p F p F p F p
PAGE 75
F p F p F p F p F p Strength of Effect for Word Learning
PAGE 77
Differential Effects on Extreme Gr oups
PAGE 78
F p F p F p F p F p F p F p
PAGE 80
n n n n n n n n n n n n
PAGE 83
Effectiveness of the Intervention
PAGE 85
Differential Effects of the Intervention short long high long low short low
PAGE 86
Implications for Practice
PAGE 88
enough Limitations of the Study
PAGE 90
Implications for Future Research
PAGE 93
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:
PAGE 94
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:
PAGE 97
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PAGE 98
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PAGE 99
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PAGE 100
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PAGE 101
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PAGE 102
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PAGE 103
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PAGE 104
The umbrella. Jamelas dress. dear juno. Carrot soup. A bad case of stripes. Doctor deSoto.
PAGE 105
Introduce the Book and and Identify the Words Read the Book
PAGE 106
Teach the Words and How to Use Them 1.
PAGE 107
2. 3.
PAGE 108
Extend Throughout the Week
PAGE 109
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.
PAGE 111
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.
PAGE 118
2.
PAGE 119
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.
PAGE 124
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.
PAGE 126
3. Extend Throughout the Week
PAGE 127
Introduce the Book Identify the Words 1. 2. 3. Read the Book
PAGE 128
Teach the Words and How to Use Them 1.
PAGE 129
2.
PAGE 130
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.
PAGE 135
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
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