Building Lexical Representations with Nonverbal Supports

Autor/inn/en	Lawson-Adams, Jessica; Dickinson, David K.
Titel	Building Lexical Representations with Nonverbal Supports
Quelle	In: Reading Research Quarterly, 56 (2021) 3, S.603-622 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.326
Schlagwörter	Language Acquisition; Elementary School Students; Vocabulary; Nonverbal Learning; Nonverbal Communication + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Wortschatz; Non-verbal communication; Nonverbale Kommunikation
Abstract	High-quality lexical representations are important for reading comprehension; however, prior research has focused primarily on the verbal aspects of these lexical representations. In this article, the authors argue for the importance of considering nonverbal representational elements of lexical knowledge and for more systematic attention to how nonverbal supports, such as gestures, pictures, and sounds, contribute to the acquisition of word knowledge. Drawing from various theoretical perspectives, the authors argue that the semantic content and the attention-directing attributes of nonverbal supports are critical in assisting primary-grade students in building high-quality multimodal lexical representations. The authors examined the use of nonverbal supports in vocabulary studies for young learners and present implications about the role of nonverbal supports in students' vocabulary acquisition. Results suggest that nonverbal scaffolds can help refine and deepen students' knowledge of words for a variety of word types, including abstract words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01