Abstract
Shared-reading fosters vocabulary development, although research has yielded mixed results regarding the effects of both demand-level (i.e., level of abstraction) and question placement on word learning. Different hypotheses drawing on broader theoretical frameworks have been proposed to explain individual findings. To test predictions made by these hypotheses, we read short stories to a sample ...
Abstract
Shared-reading fosters vocabulary development, although research has yielded mixed results regarding the effects of both demand-level (i.e., level of abstraction) and question placement on word learning. Different hypotheses drawing on broader theoretical frameworks have been proposed to explain individual findings. To test predictions made by these hypotheses, we read short stories to a sample of four-to six-year-old children (N = 86) in one-to-one reading sessions. We conducted a 2 x 3 mixed experiment with question placement (within the story vs. after the story) as within-subjects and demand-level (low vs. high vs. scaffolding-like by increasing from low to high) as a between-subjects factor. As additional controls, we utilized: (a) a control group in a just-reading condition without questions, and (b) control-words that were never accompanied by questions. Measures included receptive and expressive target and control-vocabulary at the pre-and post-test along with general vocabulary and phonological working memory. Results indicate that question conditions were associated with higher gains for target-words at immediate and delayed post-test, but not for control-words. Contrary to proposed hypotheses, question placement or demand-level did not exert significant effects and they did not interact with language skills. However, children with greater general vocabulary showed most learning gains across conditions. (C) 2018 Elsevier Inc. All rights reserved.
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