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    EFFECTS OF BOOK GENRE ON PRESCHOOLERS’ ACQUISITION OF TARGETED VOCABULARY DURING CLASSROOM READ-ALOUDS

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    Flanigan_temple_0225E_12586.pdf
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    Genre
    Thesis/Dissertation
    Date
    2016
    Author
    Flanigan, Judith
    Advisor
    Wasik, Barbara A.
    Committee member
    Hindman, Annemarie H.
    Soundy, Cathleen S.
    Quandt, Ivan J.
    Department
    Teaching & Learning
    Subject
    Education, Early Childhood
    Informational Books
    Preschool
    Read Aloud
    Vocabulary Development
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1225
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1207
    Abstract
    Current research supports the effectiveness of embedding explicit vocabulary instruction within the preschool classroom read-aloud. However, much of the book reading research has made use of story books rather than informational text. This study was conducted to understand the outcomes of using informational books to teach targeted vocabulary to preschool children during book reading. A quasi-experimental design was used to investigate the effects of two read-aloud strategies, using informational books, on preschoolers’ acquisition of novel vocabulary words. The results revealed statistically significant differences in the amount of words learned during the read aloud of an informational book in which vocabulary instruction was embedded. As a result of participating in vocabulary instruction embedded within an informational book read-aloud, preschoolers were able to learn the targeted words. Results indicate the effectiveness of teachers using an interactive approach with informational books when planning read-alouds to support vocabulary development.
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