Author: Leung, Cynthia

Source: Reading Psychology, Volume 29, Number 2, March 2008 , pp. 165-193(29)

Publisher: Routledge, part of the Taylor & Francis Group

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.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710801964090

Affiliations: 1: University of South Florida St. Petersburg, St. Petersburg, Florida, USA

Publication date: 2008-03-01

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