Building the Oral Language of Young Hispanic Children through Interactive Read Alouds and Vocabulary Games at Preschool and at Home

Autor/inn/en	Baker, Doris Luft; Mogna, Vivianne; Rodriguez, Sandra; Farmer, Dylan; Yovanoff, Paul
Titel	Building the Oral Language of Young Hispanic Children through Interactive Read Alouds and Vocabulary Games at Preschool and at Home
Quelle	In: Journal of International Special Needs Education, 19 (2016) 2, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Oral Language; Hispanic American Students; Reading Aloud to Others; Vocabulary; Educational Games; Preschool Children; Spanish Speaking; Experimental Groups; Control Groups; Mothers; Intervention; Bilingualism; English Language Learners; Receptive Language; Expressive Language; Language Proficiency; Preschool Teachers; Low Income Groups; Migrants; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Wortschatz; Educational game; Lernspiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Bilingualismus; Rezeptive Kommunikationsfähigkeit; Language skill; Language skills; Sprachkompetenz; Erzieher; Erzieherin; Kindergärtnerin; Migrantin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	We conducted two studies to examine the effects of an interactive read aloud and vocabulary intervention on the vocabulary knowledge of Spanish-speaking preschoolers living in the U.S. In Study 1, 68 children (n = 34 in the treatment group) and 6 parents in the treatment group received the intervention in Spanish at home, and in Spanish and English in the preschool. Results indicated a significant effect of the intervention on children's receptive and expressive vocabulary knowledge in Spanish favoring the treatment group. Effect sizes were moderate to large. English outcomes were significant for the treatment group only on the receptive vocabulary measure. Children who participated in the Home plus Preschool intervention (n = 6) made significant gains on their Spanish vocabulary knowledge with large effect sizes. In Study 2 we conducted a single subject design study with four preschool children and their mothers. The intervention was provided at home. Results indicated a change from baseline to maintenance for all four children on their Spanish vocabulary knowledge. Parents in both studies saw important changes in their children's engagement in read alouds as well as in their children's communication skills. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01