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Effects of book genre on preschooler...

Flanigan, Judith Howard.

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Effects of book genre on preschoolers' acquisition of targeted vocabulary during classroom read-alouds.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of book genre on preschoolers' acquisition of targeted vocabulary during classroom read-alouds./
Author:	Flanigan, Judith Howard.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	102 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10144380
ISBN:	9781339995427

Effects of book genre on preschoolers' acquisition of targeted vocabulary during classroom read-alouds.
Flanigan, Judith Howard.

Effects of book genre on preschoolers' acquisition of targeted vocabulary during classroom read-alouds. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 102 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--Temple University, 2016.

Current research supports the effectiveness of embedding explicit vocabulary instruction within the preschool classroom read-aloud. However, much of the book reading research has made use of story books rather than informational text. This study was conducted to understand the outcomes of using informational books to teach targeted vocabulary to preschool children during book reading. A quasi-experimental design was used to investigate the effects of two read-aloud strategies, using informational books, on preschoolers' acquisition of novel vocabulary words. The results revealed statistically significant differences in the amount of words learned during the read aloud of an informational book in which vocabulary instruction was embedded. As a result of participating in vocabulary instruction embedded within an informational book read-aloud, preschoolers were able to learn the targeted words. Results indicate the effectiveness of teachers using an interactive approach with informational books when planning read-alouds to support vocabulary development.

ISBN: 9781339995427Subjects--Topical Terms:

518817
Early childhood education.

Effects of book genre on preschoolers' acquisition of targeted vocabulary during classroom read-alouds.
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245 1 0 $a Effects of book genre on preschoolers' acquisition of targeted vocabulary during classroom read-alouds.
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300 $a 102 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
500 $a Adviser: Barbara A. Wasik.
502 $a Thesis (Ph.D.)--Temple University, 2016.
520 $a Current research supports the effectiveness of embedding explicit vocabulary instruction within the preschool classroom read-aloud. However, much of the book reading research has made use of story books rather than informational text. This study was conducted to understand the outcomes of using informational books to teach targeted vocabulary to preschool children during book reading. A quasi-experimental design was used to investigate the effects of two read-aloud strategies, using informational books, on preschoolers' acquisition of novel vocabulary words. The results revealed statistically significant differences in the amount of words learned during the read aloud of an informational book in which vocabulary instruction was embedded. As a result of participating in vocabulary instruction embedded within an informational book read-aloud, preschoolers were able to learn the targeted words. Results indicate the effectiveness of teachers using an interactive approach with informational books when planning read-alouds to support vocabulary development.
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