|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|353801||618946||2014||11 صفحه PDF||سفارش دهید||دانلود رایگان|
• We examined effects of vocabulary instruction on kindergartners.
• Measures examined a progression from word knowledge to comprehension and production.
• Interactive instruction showed an advantage for comprehension and production.
• Interactive instruction led to children's ability to use the taught words.
This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction.
Journal: Early Childhood Research Quarterly - Volume 29, Issue 4, 4th Quarter 2014, Pages 520–530