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A singing approach to Shared Reading...

Zhou, Wenying.

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A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention./
Author:	Zhou, Wenying.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2013,
Description:	138 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559363
ISBN:	9781303043901

A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention.
Zhou, Wenying.

A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention. - Ann Arbor : ProQuest Dissertations & Theses, 2013 - 138 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--Michigan State University, 2013.

The present study investigated the effects that the use of songs in Shared Reading had on the Chinese vocabulary acquisition and retention of young bilingual learners in Chinese immersion programs using an experimental study design. One hundred and six immersion kindergarteners from three different school districts in Michigan participated in the study. They were assigned to the experimental group (n=53) and the control group (n=53) at the class level. The experimental group listened to a story song and shared singing it, while the control group heard the same story read aloud and shared reading it. Three types of instruments were used for assessing children's acquisition and retention of vocabulary targeted in the read aloud and shared reading/singing for the pre- and post-tests: (1) Chinese picture naming, (2) Chinese word recognition, and (3) spoken vocabulary recall in the story. An independent t-test was used to examine the vocabulary growth between the experimental and the control groups on the immediate posttests; and a one-way ANOVA analysis was employed to look for significant differences between the two groups in vocabulary retention. The results showed that there was a statistically significant difference between the two groups on the acquisition and retention of the spoken recall test, but no differences were detected on the other two measures. This finding implies that singing can be an effective pedagogical tool for spoken vocabulary acquisition and retention in the story, but not for vocabulary acquisition and retention of picture naming or word recognition.

ISBN: 9781303043901Subjects--Topical Terms:

3172512
Foreign language education.

A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention.
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100 1 $a Zhou, Wenying. $3 3290272
245 1 2 $a A singing approach to Shared Reading: The effects upon U.S. kindergarteners' Chinese vocabulary acquisition and retention.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2013
300 $a 138 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Advisers: Nell Duke; Guofang Li.
502 $a Thesis (Ph.D.)--Michigan State University, 2013.
520 $a The present study investigated the effects that the use of songs in Shared Reading had on the Chinese vocabulary acquisition and retention of young bilingual learners in Chinese immersion programs using an experimental study design. One hundred and six immersion kindergarteners from three different school districts in Michigan participated in the study. They were assigned to the experimental group (n=53) and the control group (n=53) at the class level. The experimental group listened to a story song and shared singing it, while the control group heard the same story read aloud and shared reading it. Three types of instruments were used for assessing children's acquisition and retention of vocabulary targeted in the read aloud and shared reading/singing for the pre- and post-tests: (1) Chinese picture naming, (2) Chinese word recognition, and (3) spoken vocabulary recall in the story. An independent t-test was used to examine the vocabulary growth between the experimental and the control groups on the immediate posttests; and a one-way ANOVA analysis was employed to look for significant differences between the two groups in vocabulary retention. The results showed that there was a statistically significant difference between the two groups on the acquisition and retention of the spoken recall test, but no differences were detected on the other two measures. This finding implies that singing can be an effective pedagogical tool for spoken vocabulary acquisition and retention in the story, but not for vocabulary acquisition and retention of picture naming or word recognition.
590 $a School code: 0128.
650 4 $a Foreign language education. $3 3172512
650 4 $a Early childhood education. $3 518817
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710 2 $a Michigan State University. $b Educational Psychology and Educational Technology - Doctor of Philosophy. $3 2092514
773 0 $t Dissertation Abstracts International $g 74-08A(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3559363