Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities
Year: 2008
Type: article
Study design: Clinical Trial
Abstract: This study explored 3- and 4-year-old children's development of scientific vocabulary from participation in repeated interactive read-aloud events and retellings of three informational picture books about light and color, followed by hands-on science activities. Thirty-two children attending a YWCA preschool were matched by age and general vocabulary knowledge and randomly assigned to a retelling or no retelling condition. Repeated measures ANOVA of pretest and posttest scores on a free recall target vocabulary test revealed significantly higher scores for 4-year-olds, those with higher vocabulary knowledge, and those who retold the books. Children used significantly more target words across the three retellings.
Source: Reading Psychology
Author: Cynthia B. Leung
Institution: University of South Florida St. Petersburg
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of South Florida
OpenAlex ID: W2034124807