The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children at Risk for Language Delays.
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| Title: | The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children at Risk for Language Delays. |
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| Authors: | Wade, Taryn1 (AUTHOR) twade2@fsu.edu, Dennis, Lindsay1 (AUTHOR) |
| Source: | Early Childhood Education Journal. Jan2026, Vol. 54 Issue 1, p27-40. 14p. |
| Subject Terms: | *Preschool children, *Engaged reading, *Educational intervention, Geometry, Specific language impairment in children |
| Abstract: | This study examined the effect of a shared reading routine on the geometry vocabulary knowledge of four preschool children at risk for language delays. Literacy-based interventions can be used to teach vocabulary for children at risk for language delays, incorporating interactive questioning techniques and explicit definitions. Children were taught geometry vocabulary, specifically attributes (i.e., characteristics) of two-dimensional shapes and examples from the storybooks (i.e., contextualized examples) and personal experiences (i.e., decontextualized examples). A dialogic shared reading activity was used with the PEER scaffolding steps and selected question prompts from CROWD with multiple exposures to the target words. This study utilized a single-case, multiple probe across word sets (i.e., tiers) and intervention sessions were delivered one-on-one with each participant. A probe, referred to as a knowledge check, was administered in every session across phases. Each participant improved in some aspects of geometry vocabulary knowledge. Suggestions for future research to build upon this intervention are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study examined the effect of a shared reading routine on the geometry vocabulary knowledge of four preschool children at risk for language delays. Literacy-based interventions can be used to teach vocabulary for children at risk for language delays, incorporating interactive questioning techniques and explicit definitions. Children were taught geometry vocabulary, specifically attributes (i.e., characteristics) of two-dimensional shapes and examples from the storybooks (i.e., contextualized examples) and personal experiences (i.e., decontextualized examples). A dialogic shared reading activity was used with the PEER scaffolding steps and selected question prompts from CROWD with multiple exposures to the target words. This study utilized a single-case, multiple probe across word sets (i.e., tiers) and intervention sessions were delivered one-on-one with each participant. A probe, referred to as a knowledge check, was administered in every session across phases. Each participant improved in some aspects of geometry vocabulary knowledge. Suggestions for future research to build upon this intervention are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10823301 |
| DOI: | 10.1007/s10643-024-01791-w |
