Effects of vocabulary instruction on measures of language processing: Comparing two approaches |
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| Authors: | Margaret G McKeown Isabel L Beck |
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| Institution: | University of Pittsburgh, United States |
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| Abstract: | This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction. |
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| Keywords: | Vocabulary Comprehension Read-alouds Kindergarten |
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