The Impact of Knowledge-Building through Conceptually-Coherent Read Alouds on Vocabulary and Comprehension.
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| Title: | The Impact of Knowledge-Building through Conceptually-Coherent Read Alouds on Vocabulary and Comprehension. |
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| Authors: | Wright, Tanya S. (AUTHOR), Cervetti, Gina N. (AUTHOR), Wise, Crystal (AUTHOR), McClung, Nicola A. (AUTHOR) |
| Source: | Reading Psychology. Jan 2022, Vol. 43 Issue 1, p70-84. 15p. |
| Subjects: | Listening comprehension, Vocabulary, Exposition (Rhetoric), Reading comprehension, Emergent literacy |
| Abstract: | We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children's incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a set of six CC informational texts or a set of texts that addressed a range of topics. After the read alouds, we found larger effect sizes favoring the CC group on conceptually-central target words and no differences between groups on general academic words or on the listening comprehension passages. Within treatment comparisons demonstrate the CC participants had stronger listening comprehension of a passage that contained both concepts and vocabulary from their text set than of other passages. Findings suggest that CC read alouds may be a promising way to enhance learning opportunities during read alouds for young learners. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children's incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a set of six CC informational texts or a set of texts that addressed a range of topics. After the read alouds, we found larger effect sizes favoring the CC group on conceptually-central target words and no differences between groups on general academic words or on the listening comprehension passages. Within treatment comparisons demonstrate the CC participants had stronger listening comprehension of a passage that contained both concepts and vocabulary from their text set than of other passages. Findings suggest that CC read alouds may be a promising way to enhance learning opportunities during read alouds for young learners. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02702711 |
| DOI: | 10.1080/02702711.2021.2020187 |
