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Preschoolers’ acquisition of scientific vocabulary through repeated read-aloud events, retellings, and hands-on science activities.
Document Type
Article
Publication Date
2008
ISSN
0270-2711
Abstract
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.
Language
en_US
Publisher
Routledge
Recommended Citation
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.
Comments
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