Learning words during shared book reading.: The role of extratextual talk designed to increase child engagement
Learning words during shared book reading.: The role of extratextual talk designed to increase child engagement
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DOI：
10.1016/j.jecp.2016.06.009
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发表时间：
2016-10-01
影响因子：
2.6
通讯作者：
Langan, Ryan
中科院分区：
文献类型：
--
作者：
Blewitt, Pamela;Langan, Ryan
共同阅读（SBR）是儿童早期词汇学习的一个有价值的背景，成年人的文本外谈话促进了SBR的词汇建设潜力。我们建议，这种谈话的好处在很大程度上取决于读者的成功，促进儿童的积极参与（注意力和兴趣）在SBR。当读者向孩子们询问有关新单词的问题时，特别是如果他们以迅速、偶然和适当（积极）的方式回应孩子们，这种口头回应就成为一种有效的参与策略。我们将3岁和4岁的儿童随机分配到三个阅读条件（低，中，高），根据读者使用文本外参与策略（包括言语反应）的程度进行区分。尽管平等地接触到不熟悉的目标词，儿童的表现提高了两个措施，词学习在三个条件下，表现出参与策略的价值，在语外谈话。本研究提供了一个强有力的实验证明，成人的言语反应直接有益于学龄前儿童的单词学习。(C)2016 Elsevier Inc. All rights reserved.
Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success in promoting children's active engagement (attention and interest) during SBR. When readers ask children questions about new words, especially if they respond to children in a prompt, contingent, and appropriate (positive) manner, this verbal responsiveness functions as an effective engagement strategy. We randomly assigned 3- and 4-year-olds to three reading conditions (low, moderate, and high) distinguished by the degree to which the reader used extratextual engagement strategies, including verbal responsiveness. Despite equal exposure to unfamiliar target words, children's performance improved on two measures, of word learning across the three conditions, demonstrating the value of engagement strategies in extratextual talk. This study provides a strong experimental demonstration that adult verbal responsiveness directly benefits preschoolers' word learning. (C) 2016 Elsevier Inc. All rights reserved.