An experimental investigation of kindergarten language interventions: Following the effects two years later and establishing the role of booster interventions

幼儿园语言干预的实验研究:跟踪两年后的效果并确立加强干预的作用

基本信息

  • 批准号:
    268664991
  • 负责人:
  • 金额:
    --
  • 依托单位:
  • 依托单位国家:
    德国
  • 项目类别:
    Research Grants
  • 财政年份:
    2014
  • 资助国家:
    德国
  • 起止时间:
    2013-12-31 至 2022-12-31
  • 项目状态:
    已结题

项目摘要

Targeting early language development in kindergarten may constitute one avenue to improve educational achievement, particularly for children most at-risk. Phonemic awareness and vocabulary interventions show promise, however, more research with long-term follow-up designs is needed. In the first phase of this research proposal (2015-2017), over the course of six experimental studies, a new interactive-elaborative storytelling (IES) intervention was developed. The IES approach seeks to activate children’s inherent interest in language via an elaborative story-telling approach focusing on story-level comprehension, as opposed to explicitly instructing individual word definitions. Moreover, an interactive component was added to the elaborative, whereby children are encouraged to tell the stories after hearing these on previous days. In an experimental, randomised intervention study, IES is being contrasted to a phonemic awareness and a just-reading condition, in a sample of 300 kindergarten children. In the current proposal, funding is requested to test the long-term effects of the different approaches, one and two years post-intervention, on measures of phonemic awareness, receptive and expressive vocabulary, oral narrative skill, and early reading development. Additionally, we seek to conduct booster interventions in IES, phonemic awareness and just-reading for the children who will still be attending kindergarten in 2018. Finally, a third aim is to analyse recorded storytelling sessions to determine whether fine-grained features of story delivery relate to vocabulary and language devel-opment. It is hoped that results will have significant theoretical and practical implications for under-standing the kind of skills and interventions required for successful reading and language development.
以幼儿园早期语言发展为目标可能是提高教育成绩的一种途径,特别是对最有风险的儿童。音素意识和词汇干预显示出了希望,然而,还需要更多的长期跟踪设计的研究。在本研究计划的第一阶段(2015-2017),在六个实验研究的过程中,开发了一种新的互动-精心讲述故事(IES)干预措施。IES方法试图通过注重故事水平理解的精心设计的讲故事方法来激发儿童对语言的内在兴趣,而不是明确地指导单个单词的定义。此外,在阐述的基础上增加了一个互动部分,鼓励儿童在前几天听到这些故事后讲述这些故事。在一项实验性的随机干预研究中,对300名幼儿园儿童进行了IES与音素意识和阅读条件的对比。在目前的提案中,要求提供资金来测试不同方法在干预后一年和两年对音素意识、接受性和表现性词汇、口头叙述技能和早期阅读发展的测量的长期效果。此外,我们还寻求对2018年仍在上幼儿园的儿童进行IES、音素意识和正义阅读方面的强化干预。最后,第三个目标是分析记录的讲故事过程,以确定故事表达的细粒度特征是否与词汇和语言发展有关。希望这些结果将对了解成功阅读和语言发展所需的技能和干预措施具有重大的理论和实践意义。

项目成果

期刊论文数量(5)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
The effects of questions during shared-reading: Do demand-level and placement really matter?
共享阅读过程中问题的影响:需求水平和安置真的很重要吗?
  • DOI:
    10.1016/j.ecresq.2018.10.006
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    3.7
  • 作者:
    Lenhart;Lenhard;Vaahtoranta;Suggate
  • 通讯作者:
    Suggate
More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior
不仅仅是言语:讲故事期间叙述者的参与可以提高孩子的词汇学习、故事理解和任务行为
  • DOI:
    10.1016/j.ecresq.2019.12.009
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    3.7
  • 作者:
    Lenhart;Lenhard;Vaahtoranta;Suggate
  • 通讯作者:
    Suggate
Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning
语言接触和语音短期记忆作为双语学习中大多数语言词汇和语音意识的预测因子
Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches
通过听故事偶然获得词汇:朗读和自由讲故事方法之间的比较
  • DOI:
    10.1080/01443410.2017.1363377
  • 发表时间:
    2017
  • 期刊:
  • 影响因子:
    3.2
  • 作者:
    Lenhart;Lenhard;Vaahtoranta;Suggate
  • 通讯作者:
    Suggate
Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary
互动式精心讲故事:让孩子成为讲故事的人以培养词汇量
  • DOI:
    10.3389/fpsyg.2019.01534
  • 发表时间:
    2019
  • 期刊:
  • 影响因子:
    3.8
  • 作者:
    Vaahtoranta;Lenhart;Suggate;Lenhard
  • 通讯作者:
    Lenhard
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Professor Dr. Wolfgang Lenhard其他文献

Professor Dr. Wolfgang Lenhard的其他文献

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