Abstract
This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of conceptual information about words made available during these discussions was the only significant predictor of students' end-of-kindergarten vocabulary, when controlling for the density and diversity of teachers' language and time spent in explicit vocabulary support, as well as child and teacher demographics. Each additional standard deviation of conceptual information about words provided predicted a 0.11 standard deviation increase in students' vocabulary outcomes. Practice and policy implications of these findings are discussed.
| Original language | English (US) |
|---|---|
| Journal | Reading Research Quarterly |
| DOIs | |
| State | Accepted/In press - 2016 |
Fingerprint
Keywords
- Discussion
- Discussion strategies
- Early childhood
- General vocabulary
- Instructional strategies, teaching strategies
- Language development
- Oral language
- Receptive language
- Strategies, methods, and materials
- Vocabulary
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten. / Bowne, Jocelyn Bonnes; Yoshikawa, Hirokazu; Snow, Catherine E.
In: Reading Research Quarterly, 2016.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Relationships of Teachers' Language and Explicit Vocabulary Instruction to Students' Vocabulary Growth in Kindergarten
AU - Bowne, Jocelyn Bonnes
AU - Yoshikawa, Hirokazu
AU - Snow, Catherine E.
PY - 2016
Y1 - 2016
N2 - This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of conceptual information about words made available during these discussions was the only significant predictor of students' end-of-kindergarten vocabulary, when controlling for the density and diversity of teachers' language and time spent in explicit vocabulary support, as well as child and teacher demographics. Each additional standard deviation of conceptual information about words provided predicted a 0.11 standard deviation increase in students' vocabulary outcomes. Practice and policy implications of these findings are discussed.
AB - This study evaluates the relationships between aspects of Chilean teachers' explicit vocabulary instruction and students' vocabulary development in kindergarten. Classroom videotapes of whole-class instruction gathered during a randomized experimental evaluation of a coaching-based professional development program were analyzed. The amount of conceptual information about words made available during these discussions was the only significant predictor of students' end-of-kindergarten vocabulary, when controlling for the density and diversity of teachers' language and time spent in explicit vocabulary support, as well as child and teacher demographics. Each additional standard deviation of conceptual information about words provided predicted a 0.11 standard deviation increase in students' vocabulary outcomes. Practice and policy implications of these findings are discussed.
KW - Discussion
KW - Discussion strategies
KW - Early childhood
KW - General vocabulary
KW - Instructional strategies, teaching strategies
KW - Language development
KW - Oral language
KW - Receptive language
KW - Strategies, methods, and materials
KW - Vocabulary
UR - http://www.scopus.com/inward/record.url?scp=84992476752&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84992476752&partnerID=8YFLogxK
U2 - 10.1002/rrq.151
DO - 10.1002/rrq.151
M3 - Article
JO - Reading Research Quarterly
JF - Reading Research Quarterly
SN - 0034-0553
ER -