Investigating video as a means to promote vocabulary for at-risk children

• Two kindergarten studies focused on using video to support word learning.
• Results suggested that video and books have comparable effects on vocabulary.
• Findings showed that repeated viewings are more effective than single viewings.
• Analyses revealed differences by receptive and expressive outcomes.
• However, results did not differ by levels of incoming vocabulary.

Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-test receptive and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabulary learning between children in the single and repeated viewing condition on the receptive measure, but children in the repeated viewing condition showed higher gains in vocabulary on the expressive measure. No differences were found in either study between children with higher and lower vocabulary knowledge.