Hostname: page-component-7479d7b7d-8zxtt Total loading time: 0 Render date: 2024-07-14T03:12:16.776Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  11 October 2019

Elizabeth Burke HADLEY Open the ORCID record for Elizabeth Burke HADLEY [Opens in a new window]  and
David K. DICKINSON
Elizabeth Burke HADLEY*
Affiliation:
University of South Florida, USA
David K. DICKINSON
Affiliation:
Vanderbilt University, USA
*
*Corresponding author: Elizabeth Hadley, Department of Teaching and Learning, College of Education, University of South Florida, USA. E-mail: hadleye@usf.edu
Get access Rights & Permissions [Opens in a new window]

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.

Keywords

vocabularyshared book-readingplaypreschool
Type
Articles
Information
Journal of Child Language , Volume 46 , Issue 6 , November 2019 , pp. 1202 - 1227
Check for updates
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Barnes, E. M., Dickinson, D. K., & Grifenhagen, J. F. (2017). The role of teachers’ comments during book reading in children's vocabulary growth. Journal of Educational Research, 110(5), 515–27.Google Scholar
Barsalou, L. W. (1999). Perceptual symbols systems. Behavioral and Brain Sciences, 22, 577–660.Google Scholar
Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62.Google Scholar
Blewitt, P., Rump, K. M., Shealy, S. E., & Cook, S. A. (2009). Shared book reading: when and how questions affect young children's word learning. Journal of Educational Psychology, 101(2), 294–304.Google Scholar
Bruner, J. (1983). Play, thought, and language. Peabody Journal of Education, 60(3), 60–9.Google Scholar
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166–76.Google Scholar
Cabell, S. Q., DeCoster, J., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2013). Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities. Early Childhood Research Quarterly, 28(4), 820–30.Google Scholar
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: contributions to children's vocabulary development. Early Childhood Research Quarterly, 30(Part A), 80–92.Google Scholar
Cervetti, G. N., Bravo, M. A., Hiebert, E. H., Pearson, P. D., & Jaynes, C. A. (2009). Text genre and science content: ease of reading, comprehension, and reader preference. Reading Psychology, 30(6), 487–511.Google Scholar
Christie, J. (1991). Psychological research on play: connections to early literacy development. In Christie, J. (Ed.), Play and early literacy development (pp. 27–47). Albany, NY: State University of New York Press.Google Scholar
Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: teaching for breadth versus depth. Elementary School Journal, 110(1), 1–18.Google Scholar
Dickinson, D. K. (2001). Large-group and free-play times: conversational settings supporting language and literacy development. In Dickinson, D. K. & Tabors, P. O. (Eds.), Beginning literacy with language: young children learning at home and school (pp. 223–55). Baltimore, MD: Brookes.Google Scholar
Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Hadley, E. B., … Golinkoff, R. M. (2019a). Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development, 20(2), 136–64.Google Scholar
Dickinson, D. K., Hofer, K. G., Barnes, E. M., & Grifenhagen, J. F. (2014). Examining teachers’ language in Head Start classrooms from a Systemic Linguistics Approach. Early Childhood Research Quarterly, 29(3), 231–44.Google Scholar
Dickinson, D. K., Nesbitt, K. T., Collins, M. F., Hadley, E. B., Newman, K. M., Rivera, B. L., … Hirsh-Pasek, K. (2019b). Teaching for breadth and depth of vocabulary knowledge: learning from explicit and implicit instruction and the storybook texts. Early Childhood Research Quarterly, 47(2), 341–56.Google Scholar
Dickinson, D. K., & Porche, M. V. (2011). Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities. Child Development, 82(3), 870–86.Google Scholar
Dickinson, D. K., & Smith, M. W. (1994). Long-term effects of preschool teachers’ book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29(2), 105–22.Google Scholar
Dunn, L. M., & Dunn, L. M. (2007). Peabody Picture Vocabulary Test, IV.: Circle Pines, MN: American Guidance Service.Google Scholar
Fisher, C., Gertner, Y., Scott, R. M., & Yuan, S. (2010). Syntactic bootstrapping. Wiley Interdisciplinary Reviews: Cognitive Science, 1(2), 143–9.Google Scholar
Fuccillo, J. M. (2011). Higher-level instructional interaction in Head Start classrooms: variation across teacher-directed activities and associations with school readiness outcomes. Retrieved from ProQuest Dissertations and Theses, (3456335) (Doctoral dissertation, Psychology (Arts & Sciences), University of Miami).Google Scholar
Gámez, P. B., & Lesaux, N. K. (2012). The relation between exposure to sophisticated and complex language and early-adolescent English-only and language minority learners’ vocabulary. Child Development, 83(4), 1316–31.Google Scholar
Gest, S. D., Holland-Coviello, R., Welsh, J. A., Eicher-Catt, D. L., & Gill, S. (2006). Language development subcontexts in Head Start classrooms: distinctive patterns of teacher talk during free play, mealtime, and book reading. Early Education and Development, 17(2), 293–315.Google Scholar
Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, & Hearing Services in Schools, 33(4), 268–90.Google Scholar
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children's reading comprehension. Journal of Educational Psychology, 96(3), 424–36.Google Scholar
Graves, M. F., & Watts-Taffe, S. (2008). For the love of words: fostering word consciousness in young readers. Reading Teacher, 62(3), 185–93.Google Scholar
Hadley, E. B., Dickinson, D. K., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Building semantic networks: the impact of a vocabulary intervention on preschoolers' depth of word knowledge. Reading Research Quarterly, 54(1), 41–61.Google Scholar
Han, M., Moore, N., Vukelich, C., & Buell, M. (2010). Does play make a difference? How play intervention affects the vocabulary learning of at-risk preschoolers. American Journal of Play, 3(1), 82–105.Google Scholar
Hindman, A. H., Connor, C. M., Jewkes, A. M., & Morrison, F. J. (2008). Untangling the effects of shared book reading: multiple factors and their associations with preschool literacy outcomes. Early Childhood Research Quarterly, 23(3), 330–50.Google Scholar
Hindman, A. H., Erhart, A. C., & Wasik, B. A. (2012). Reducing the Matthew Effect: lessons from the ExCELL Head Start Intervention. Early Education and Development, 23(5), 781–806.Google Scholar
Hirsh-Pasek, K., & Golinkoff, R. M. (2011). The great balancing act: optimizing core curricula through playful pedagogy. In Zigler, E., Gilliam, W. S., & Barnet, W. S. (Eds.), The Pre-K Debates: current controversies & issues (pp. 110–16). Baltimore, MD: Paul H. Brookes Publishing Company.Google Scholar
Hirsh-Pasek, K., Golinkoff, R. M., Hennon, E. A., & Maguire, M. J. (2004). Hybrid theories at the frontier of developmental psychology: the emergentist coalition model of word learning as a case. In Hall, D. G. & Waxman, S. R. (eds.), Weaving a lexicon (pp. 173–204). Cambridge, MA: MIT Press.Google Scholar
Hoff, E. (2006). How social contexts support and shape language development. Developmental Review, 26(1), 55–88.Google Scholar
Hollich, G., Hirsh-Pasek, K., & Golinkoff, R. M. (2000). II. The Emergentist Coalition Model. Monographs of the Society for Research in Child Development, 65(3), 17–29.Google Scholar
Justice, L. M., McGinty, A. S., Zucker, T., Cabell, S. Q., & Piasta, S. B. (2013). Bi-directional dynamics underlie the complexity of talk in teacher–child play-based conversations in classrooms serving at-risk pupils. Early Childhood Research Quarterly, 28(3), 496–508.Google Scholar
Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education & Development, 11(4), 423–46.Google Scholar
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent–child interactions during shared book reading. Developmental Psychology, 48(4), 969–86.Google Scholar
Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher–child interactions in Chile and their associations with prekindergarten outcomes. Child Development, 86(3), 781–99.Google Scholar
Lillard, A. S., Lerner, M. D., Hopkins, E. J., Dore, R. A., Smith, E. D., & Palmquist, C. M. (2013). The impact of pretend play on children's development: a review of the evidence. Psychological Bulletin, 139(1), 1–34.Google Scholar
Maguire, M. J., Hirsh-Pasek, K., & Golinkoff, R. M. (2006). A unified theory of word learning: putting verb acquisition in context. In Hirsh-Pasek, K. & Golinkoff, R. M. (Eds.), Action meets word: how children learn verbs (pp. 364–92). New York: Oxford University Press.Google Scholar
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children's word learning: a meta-analysis. Review of Educational Research, 80(3), 300–35.Google Scholar
McCartney, K. (1984). Effect of quality of day care environment on children's language development. Developmental Psychology, 20(2), 244–60.Google Scholar
McKeown, M. G., & Beck, I. L. (2014). Effects of vocabulary instruction on measures of language processing: comparing two approaches. Early Childhood Research Quarterly, 29(4), 520–30.Google Scholar
Medina, T. N., Snedeker, J., Trueswell, J. C., & Gleitman, L. R. (2011). How words can and cannot be learned by observation. Proceedings of the National Academy of Sciences, 108(22), 9014–19.Google Scholar
Mol, S. E., Bus, A. G., & de Jong, M. T. (2009). Interactive book reading in early education: a tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 979–1007.Google Scholar
Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In Kamil, M., Mosenthal, P., Pearson, P. D., & Barr, R. (Eds.), Handbook of reading research (Vol. 3, pp. 269–84). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
NELS (National Early Literacy Panel) (2008). Developing early literacy: report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.Google Scholar
Neugebauer, S. R., Gámez, P. B., Coyne, M. D., McCoach, D. B., Cólon, I. T., & Ware, S. (2017). Promoting word consciousness to close the vocabulary gap in young word learners. Elementary School Journal, 118(1), 28–54.Google Scholar
Neuman, S. B., Danielson, K., & Samudra, P. G. (2019). Do conversational turns predict children's vocabulary development in a shared book reading program? Paper presented at the Society for Research in Child Development, Baltimore, MD.Google Scholar
Newman, K. (2019). Teacher and child verbal behaviors during guided play: An exploration of vocabulary learning mechanisms (Unpublished doctoral dissertation). Vanderbilt University, Nashville, TN. Retrieved from <etd.library.vanderbilt.edu>..>Google Scholar
O'Brien, R. M. (2007). A caution regarding rules of thumb for variance inflation factors. Quality & Quantity, 41(5), 673–90.Google Scholar
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2003). The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–53.Google Scholar
Rowe, M. L., Raudenbush, S. W., & Goldin-Meadow, S. (2012). The pace of vocabulary growth helps predict later vocabulary skill. Child Development, 83(2), 508–25.Google Scholar
Sameroff, A. J., & Mackenzie, M. J. (2003). Research strategies for capturing transactional models of development: the limits of the possible. Development and Psychopathology, 15(3), 613–40.Google Scholar
Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading interactions on 5-year-olds’ reading motivations and early literacy development. Early Childhood Research Quarterly, 17(3), 318–37.Google Scholar
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: a model-based meta-analysis. Review of Educational Research, 56(1), 72–110.Google Scholar
Stanovich, K. E. (1986). Matthew effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–401.Google Scholar
Tamis-LeMonda, C. S., & Bornstein, M. H. (2002). Maternal responsiveness and early language acquisition. In Kail, R. V. & Reese, H. W. (Eds.), Advances in child development and behavior (Vol. 29, pp. 89–127): Amsterdam: Academic Press.Google Scholar
Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., … Dickinson, D. K. (2018). The language of play: developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 1–17.Google Scholar
Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: a systematic review. Early Childhood Research Quarterly, 37, 39–57.Google Scholar
Weisberg, D. S., Hirsh-Pasek, K., Golinkoff, R. M., & McCandliss, B. D. (2014). Mise en place: setting the stage for thought and action. Trends in Cognitive Sciences, 18(6), 276–8.Google Scholar