Incidental Vocabulary Acquisition from Stories: Second and Fourth Graders Learn More from Listening than Reading

Autor/inn/en	Suggate, Sebastian P.; Lenhard, Wolfgang; Neudecker, Elisabeth; Schneider, Wolfgang
Titel	Incidental Vocabulary Acquisition from Stories: Second and Fourth Graders Learn More from Listening than Reading
Quelle	In: First Language, 33 (2013) 6, S.551-571 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723713503144
Schlagwörter	Incidental Learning; Vocabulary Development; Elementary School Students; Language Tests; Story Telling; Reading Processes; Receptive Language; Reading Comprehension; Oral Language; Listening Comprehension; Grade 2; Grade 4; Verbal Ability; Intelligence Tests; Foreign Countries; German; Measures (Individuals); Reading Aloud to Others; Language Acquisition; Questionnaires; Germany; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Inzidentelles Lernen; Wortschatzarbeit; Language test; Sprachtest; Leseprozess; Rezeptive Kommunikationsfähigkeit; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Hörverständnis; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Mündliche Leistung; Intelligence test; Intelligenztest; Ausland; Deutscher; Messdaten; Sprachaneignung; Spracherwerb; Fragebogen; Deutschland
Abstract	Both reading and language experiences contribute to vocabulary development, but questions remain as to what effect each has and when. This article investigates the effects that reading, telling and sharing a story have on vocabulary acquisition. Children (N = 37) were told nine stories in a randomized, single-blind and counterbalanced 2 × 3 mixed design. The between-subjects variable was grade (2 vs 4) and the within-subjects factor was the story condition, being either read (adult read aloud) or told (free story telling) to the children, or read silently by the children (independent reading). Each story contained two rare target words that were unlikely to have been previously known to the children. Measures of receptive vocabulary, decoding, reading comprehension and target vocabulary acquisition from the story were also administered. Children in grade 4 performed better on the vocabulary acquisition test and there was a main effect for story condition; children learnt the least number of words when reading the stories independently and the most from the free story telling condition. Implications for vocabulary learning and the importance of oral language exposure--even for established readers in primary school--are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01