How Can Book Reading Close the Word Gap? Five Key Practices From Research.
Vocabulary development is critical for children's ability to learn to read and their success at school. Vocabulary has also been identified as a key factor in the achievement gap, with children from low-income families knowing significantly fewer words when they enter school. Although book reading h...
| Publicado en: | Reading Teacher Vol. 68; no. 7; pp. 560 - 572 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Apr2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=101715209&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 101715209 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Apr2015 vid: 68 iid: 7 pid: 480 pub: Wiley-Blackwell artinfo: ui: 101715209 10.1002/trtr.1347 ppf: 560 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 562KB tig: atl: How Can Book Reading Close the Word Gap? Five Key Practices From Research. aug: au: Snell, Emily K. Hindman, Annemarie H. Wasik, Barbara A. su: Reading Vocabulary Learning theories in education Cognitive processing of language Constructivism (Education) Linguistics education sug: subj: Reading Vocabulary Learning theories in education Cognitive processing of language Constructivism (Education) Linguistics education keyword: Childhood Early childhood General vocabulary Instructional strategies, teaching strategies Learning strategies Practice, exposure, wide reading Reading strategies Strategies, methods, and materials Study strategies ab: Vocabulary development is critical for children's ability to learn to read and their success at school. Vocabulary has also been identified as a key factor in the achievement gap, with children from low-income families knowing significantly fewer words when they enter school. Although book reading has long been celebrated as an effective way for teachers to introduce children to vocabulary words, teachers have received little specific guidance about exactly which strategies are most effective for teaching children words. In this paper, we review the literature on book reading-focused vocabulary interventions for preschool- and kindergarten-aged children. Findings suggest that teachers should focus on five strategies that boost word learning through book reading, including defining words, discussing and asking questions about the words, rereading books, retelling books, and designing classroom activities that allow children to hear and use new vocabulary throughout the day. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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