Using story dictation to support young children's vocabulary development: Outcomes and process |
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| Authors: | Tanya Christ X Christine WangMing Ming Chiu |
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| Institution: | a Oakland University, Department of Reading and Language Arts, 2200 N. Squirrel Rd., Rochester, MI 48309, United States
b State University of New York at Buffalo, United States |
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| Abstract: | Creating opportunities for children to apply newly learned vocabulary in meaningful contexts is an important aspect of supporting vocabulary development. However, previous research has not adequately examined how this can be accomplished in preschool classrooms. To address this issue, we explored using story dictation to support preschoolers’ expressive vocabulary development. Thirteen children in a Head Start classroom were videotaped dictating a total of 38 stories. Scribed stories and videos of story dictation sessions were analyzed both qualitatively and quantitatively to examine the outcomes and process. Results indicated that children used and learned target vocabulary during story dictations, and that target word use increased in number and complexity over time. How the teacher supported story dictations and target word use is discussed. |
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| Keywords: | Vocabulary Early childhood Literacy |
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