TY - JOUR
T1 - Developing low-income children's vocabulary and content knowledge through a shared book reading program
AU - Neuman, Susan B.
AU - Kaefer, Tanya
N1 - Publisher Copyright:
© 2017 Elsevier Inc.
PY - 2018/1
Y1 - 2018/1
N2 - This study examines the effects of a shared book intervention designed to improve low-income children's oral language vocabulary and content knowledge in science. Classrooms (preK-through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N = 36) and control groups (N = 34). The year-long intervention involved children in read aloud books about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and post-tests examined child outcomes in vocabulary, science concepts, language, and knowledge of the information genre. Results indicated that pre-K and kindergartners’ learned significantly more words and science concepts than controls. Growth for ELL students exceeded that of native English speakers. Standardized scores in language, however, remained largely flat.
AB - This study examines the effects of a shared book intervention designed to improve low-income children's oral language vocabulary and content knowledge in science. Classrooms (preK-through grade 1) from 12 elementary schools in a large metropolitan area were randomly selected into treatment (N = 36) and control groups (N = 34). The year-long intervention involved children in read aloud books about science topics, using cross-cutting concepts and vocabulary within taxonomic categories to build knowledge networks. Pre- and post-tests examined child outcomes in vocabulary, science concepts, language, and knowledge of the information genre. Results indicated that pre-K and kindergartners’ learned significantly more words and science concepts than controls. Growth for ELL students exceeded that of native English speakers. Standardized scores in language, however, remained largely flat.
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U2 - 10.1016/j.cedpsych.2017.12.001
DO - 10.1016/j.cedpsych.2017.12.001
M3 - Article
AN - SCOPUS:85038869335
SN - 0361-476X
VL - 52
SP - 15
EP - 24
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
ER -