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Direct linkQuick, Nancy A.; Yi, Julia J.; Erickson, Karen A. – Exceptionality, 2023
This descriptive study examined the extratextual utterances of 10 special education teachers as they engaged in shared reading with groups of their students with extensive support needs (ESN) in special education classrooms. The independent variables were grade band (i.e., elementary, middle, high) and students' expressive language (i.e., high…
Descriptors: Special Needs Students, Expressive Language, Case Studies, Comparative Analysis
Barnes, Erica M.; Dickinson, David K. – Early Education and Development, 2018
Research Findings: Mental state verbs (MSV), a component of literate and academic language, may facilitate vocabulary growth, as they relate to metacognitive and metalinguistic awareness as well as decontextualized talk, all of which have been associated with vocabulary growth. In this study, we examined teacher MSV use in group content…
Descriptors: Vocabulary Development, Metacognition, Language Usage, Verbs
Barnes, Erica M.; Dickinson, David K.; Grifenhagen, Jill F. – Journal of Educational Research, 2017
This study described the commenting practices of Head Start teachers, and the relationship of comments to the expressive and receptive vocabulary growth of children with below-the-mean language ability across one year of preschool. Participants included 52 Head Start teachers, and 489 children (247 early intervention candidates and 242 Head Start…
Descriptors: Early Intervention, Expressive Language, Receptive Language, Language Skills
Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. – Review of Educational Research, 2015
A meta-analysis was conducted on the effects of technology-enhanced stories for young children's literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ =…
Descriptors: Multimedia Materials, Books, Technology Uses in Education, Literacy
Korat, Ofra; Levin, Iris; Atishkin, Shifra; Turgeman, Merav – Reading and Writing: An Interdisciplinary Journal, 2014
We investigated the effects of three facilitators: adults' support, dynamic visual vocabulary support and static visual vocabulary support on vocabulary acquisition in the context of e-book reading. Participants were 144 Israeli Hebrew-speaking preschoolers (aged 4-6) from middle SES neighborhoods. The entire sample read the e-book without a…
Descriptors: Vocabulary Development, Dictionaries, Receptive Language, Expressive Language
Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley; Strouse, Gabrielle – Journal of Educational Psychology, 2014
Targeted to children as young as 3 months old, there is a growing number of baby media products that claim to teach babies to read. This randomized controlled trial was designed to examine this claim by investigating the effects of a best-selling baby media product on reading development. One hundred and seventeen infants, ages 9 to 18 months,…
Descriptors: Infants, Reading Instruction, Comparative Analysis, Experimental Groups
Peer reviewedUmek, Ljubica Marjanovi; Fekonja, Urska; Kranjc, Simona; Musek, Petra Lesnik – European Early Childhood Education Research Journal, 2003
Explored the impact of regular reading of selected children's books in Slovenian preschools on the development of language competencies among 4- to 6-year-olds. Found significant differences in receptive language, expressive language, and storytelling between children exposed to 2 selected books per week over 2 months and those exposed only to the…
Descriptors: Books, Childrens Literature, Comparative Analysis, Experiments
