Shared storybook reading and vocabulary learning in preschoolers: An effectiveness study

Abstract

Two studies examined the effects of specific reading styles on vocabulary learning of at-risk preschool Chilean children (aged 3-5 yrs.) during shared book reading. Study 1 examined the effect of explicit instruction of new words on vocabulary acquisition, comparing the effect of shared book reading with and without word elaboration, with 112 children. Study 2 examined the effect of more complex word elaboration and additional work with words in new contexts on vocabulary acquisition, with 62 children. The question was whether this method may help to overcome the differential effect of word learning according to initial vocabulary knowledge (Matthew effect). Results suggest that: (7) Word elaboration has a positive effect on new word learning but does not overcome the Mathew effect; (2) Simpler definitions are more effective than complex ones and additional work with words in new contexts is equally effective than working them during shared book reading.