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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.
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]
Copyright of Early Childhood Education Journal is the property of Springer Nature 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. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The Effects of Shared Reading on the Geometry Vocabulary Knowledge of Preschool Children at Risk for Language Delays.
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Engaged+reading%22">Engaged reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry%22">Geometry</searchLink><br /><searchLink fieldCode="DE" term="%22Specific+language+impairment+in+children%22">Specific language impairment in children</searchLink>
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  Data: 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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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-024-01791-w
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      – Code: eng
        Text: English
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      – SubjectFull: Educational intervention
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      – SubjectFull: Geometry
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      – SubjectFull: Specific language impairment in children
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              Text: Jan2026
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