Preschoolers’ acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities.
This study explored 3- and 4-year-old children’s development of scientific vocabulary from participation in repeated interactive read-aloud events and retellings of three informational picture books about light and color, followed by hands-on science activities. Thirty-two children attending a YWCA preschool were matched by age and general vocabulary knowledge and randomly assigned to a retelling or no retelling condition. Repeated measures ANOVA of pretest and posttest scores on a free recall target vocabulary test revealed significantly higher scores for 4-year-olds, those with higher vocabulary knowledge, and those who retold the books. Children used significantly more target words across the three retellings.
Leung, C. B. (2008). Preschoolers’ acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities. Reading Psychology, 29, 165-193. doi: 10.1080/02702710801964090
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.