Children Learn Words Better From One Storybook Page at a Time
نویسندگان
چکیده
Two experiments tested how the number of illustrations in storybooks influences 3.5-year-old children’s word learning from shared reading. In Experiment 1, children encountered stories with either two illustrations, one illustration or one large illustration (in the control group) per spread. Children learned significantly fewer words when they had to find the referent within two illustrations presented at the same time. In Experiment 2 a gesture was added to guide children’s attention to the correct page in the two illustrations condition. Children who saw two illustrations with a guiding gesture learned words as well as children who had seen only one illustration per spread. Results are discussed in terms of the cognitive load of word learning from storybooks.
منابع مشابه
Context and repetition in word learning
Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further exami...
متن کاملVisual Attention to Print in Preschool Children with and without Hearing Loss
Children with normal hearing spend much less time looking at print than illustrations during storybook reading. However, these children are more likely to attend to print when storybooks have high print salience. Although children with hearing loss exhibit documented deficits in print knowledge, little is known about attention to print for children with hearing loss. The purpose of this study w...
متن کاملOrthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers
Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words a...
متن کاملLearning new words from storybooks: an efficacy study with at-risk kindergartners.
PURPOSE The extant literature suggests that exposure to novel vocabulary words through repeated readings of storybooks influences children's word learning, and that adult elaboration of words in context can accelerate vocabulary growth. This study examined the influence of small-group storybook reading sessions on the acquisition of vocabulary words for at-risk kindergartners, and the impact of...
متن کاملGet the Story Straight: Contextual Repetition Promotes Word Learning from Storybooks
Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created story...
متن کامل