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Direct linkJanssen, Caressa; Segers, Eliane; McQueen, James M.; Verhoeven, Ludo – Early Education and Development, 2019
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of…
Descriptors: Comparative Analysis, Phonological Awareness, Semantics, Vocabulary Development
van der Wilt, Femke; Boerma, Inouk; van Oers, Bert; van der Veen, Chiel – European Early Childhood Education Research Journal, 2019
Language ability plays a major role in children's future development. In the present study, the effect of three interactive reading approaches on children's language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4-6) from three early childhood education classrooms. Classrooms were assigned to one…
Descriptors: Language Skills, Vocabulary Development, Pretests Posttests, Child Development
Damhuis, Carmen M. P.; Segers, Eliane; Verhoeven, Ludo – School Effectiveness and School Improvement, 2015
We investigated effects of listening to single or multiple storybook readings versus testing with and without feedback on children's breadth (i.e., the number of words) and depth (i.e., the quality of word knowledge) of vocabulary learning. Kindergartners (n = 125) were divided into 3 intervention and 1 control conditions. Children in the control…
Descriptors: Foreign Countries, Vocabulary Development, Kindergarten, Young Children
