کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
5039626 1473339 2017 12 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Preschoolers' word learning and story comprehension during shared book reading
ترجمه فارسی عنوان
یادگیری لغت و درک داستان پیش دبستانی‌ها در طول خواندن مشترک کتاب
کلمات کلیدی
یادگیری لغت؛ درک داستان؛ خواندن مشترک کتاب؛ پیش‌دبستانی‌ها؛ بار شناختی
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روانشناسی رشد و آموزشی
چکیده انگلیسی


- Successful word learning from instruction relies on preschoolers' memory abilities.
- Vocabulary instruction is equally effective during or outside of storybook reading.
- Story comprehension is not affected by instruction during or outside of storybook reading.

Providing instruction about picture-book vocabulary is an effective way to support preschoolers' word learning. Often the instruction occurs while the book is being read, however this may increase cognitive load compared to providing vocabulary instruction before or after the book is read. If instruction provided during the story increases cognitive load, children might be more reliant on ancillary cognitive abilities to successfully learn the words and understand the storyline. Three-to-five-year-olds (N = 83) were read a storybook that included instruction on six new words. Instruction was provided either during (inside) or before/after (outside) the story. Children were then tested on their ability to identify the named items, generalize to unfamiliar exemplars, and comprehend the story. Word learning and story comprehension were above chance and similar across the inside and outside conditions. Memory skills were stronger predictors of word learning in the inside condition than the outside condition. These results suggest that interactive vocabulary instruction during the story may place more demands on preschoolers' cognitive resources and may not be equally appropriate for all children.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Cognitive Development - Volume 44, October 2017, Pages 57-68
نویسندگان
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