Shared Reading and Science Vocabulary for Kindergarten Students

Area of Science:

• Early Childhood Education
• Literacy Studies
• Science Education

Background:

• Kindergarten students often have limited exposure to science concepts and informational texts.
• Effective strategies are needed to enhance early science vocabulary acquisition.
• The COVID-19 pandemic necessitated virtual learning environments.

Purpose of the Study:

• To determine the effects of shared reading instruction on science vocabulary acquisition in kindergarten students.
• To assess the feasibility and perceived benefits of virtual shared reading for science vocabulary development.

Main Methods:

• A multiple probe design across participants was employed.
• Explicit vocabulary instruction was delivered through shared reading of science picture books in a virtual classroom.
• Researcher-developed probes measured vocabulary acquisition throughout the study.

Main Results:

• Virtual shared reading instruction showed positive effects on science vocabulary learning (Tau-U = 0.222-0.933).
• Students, instructors, and caregivers perceived the intervention as beneficial.
• The approach was found to be feasible for implementation in a virtual setting.

Conclusions:

• Explicit science vocabulary instruction during shared reading is effective for young learners.
• Shared reading in a virtual format is a viable method for enhancing science vocabulary.
• This strategy supports early science literacy development in remote learning contexts.