Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers
Journal of Speech, Language, and Hearing Research : JSLHR
|April 29, 2016
Summary
A preschool curriculum effectively taught challenging vocabulary to at-risk children. While comprehension gains were modest, the intervention proved feasible for early childhood settings.
Area of Science:
- Early Childhood Education
- Developmental Psychology
- Literacy Studies
Background:
- Language and reading disabilities in preschoolers predict later academic challenges.
- Early intervention is crucial for mitigating risks associated with language and reading impairments.
- Vocabulary and comprehension skills are foundational for academic success.
Purpose of the Study:
- To evaluate a small-group intervention for teaching vocabulary and comprehension to at-risk preschoolers.
- To assess the effectiveness of embedded lessons within storybook contexts.
- To determine the feasibility of the intervention in early childhood educational settings.
Main Methods:
- A cluster randomized design involved 32 classrooms with 195 preschoolers at risk for language/reading disabilities.
- Children in experimental groups heard storybooks with embedded vocabulary and comprehension lessons.
- Comparison groups heard storybooks without embedded lessons over one school year.
Main Results:
- Preschoolers receiving embedded lessons showed significant vocabulary gains compared to the comparison group.
- Vocabulary learning gains diminished over the school year.
- Modest comprehension skill gains were observed but did not differ between groups.
Conclusions:
- The Story Friends curriculum is feasible for early childhood settings.
- The intervention effectively teaches challenging vocabulary to high-risk preschoolers.
- Targeted vocabulary instruction within story contexts shows promise for early literacy development.
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