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Cues for word-learning during shared book-reading and guided play in preschool.

Cues for word-learning during shared book-reading and guided play in preschool. The present study examines the perceptual, linguistic, and social cues that were associated with preschoolers' (4;11) growth in word-learning during shared book-reading and guided play activities. Small groups of three preschoolers (n = 30) and one adult were video-recorded during an intervention study in which new vocabulary words were explicitly taught. Adult use of taught words was coded for perceptual and linguistic cues and type of social interaction. Hearing taught words used in the book text and learning information about words' meanings during play was positively associated with growth in word-learning. Adult use of words in responsive, or child-initiated, interactions was positively associated with word-learning growth in both book-reading and play, while adult-initiated use of words was negatively associated with word-learning growth in both settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of child language Pubmed

Cues for word-learning during shared book-reading and guided play in preschool.

Journal of child language , Volume 46 (6): 26 – Apr 27, 2020

Cues for word-learning during shared book-reading and guided play in preschool.


Abstract

The present study examines the perceptual, linguistic, and social cues that were associated with preschoolers' (4;11) growth in word-learning during shared book-reading and guided play activities. Small groups of three preschoolers (n = 30) and one adult were video-recorded during an intervention study in which new vocabulary words were explicitly taught. Adult use of taught words was coded for perceptual and linguistic cues and type of social interaction. Hearing taught words used in the book text and learning information about words' meanings during play was positively associated with growth in word-learning. Adult use of words in responsive, or child-initiated, interactions was positively associated with word-learning growth in both book-reading and play, while adult-initiated use of words was negatively associated with word-learning growth in both settings.

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ISSN
0305-0009
DOI
10.1017/S0305000919000552
pmid
31603403

Abstract

The present study examines the perceptual, linguistic, and social cues that were associated with preschoolers' (4;11) growth in word-learning during shared book-reading and guided play activities. Small groups of three preschoolers (n = 30) and one adult were video-recorded during an intervention study in which new vocabulary words were explicitly taught. Adult use of taught words was coded for perceptual and linguistic cues and type of social interaction. Hearing taught words used in the book text and learning information about words' meanings during play was positively associated with growth in word-learning. Adult use of words in responsive, or child-initiated, interactions was positively associated with word-learning growth in both book-reading and play, while adult-initiated use of words was negatively associated with word-learning growth in both settings.

Journal

Journal of child languagePubmed

Published: Apr 27, 2020

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