Taxonomies Support Preschoolers’ Knowledge Acquisition from Storybooks

Ashley M Pinkham,Susan B Neuman,Tanya Kaefer

doi:10.1155/2014/386762

Abstract

For young children, storybooks may serve as especially valuable sources of new knowledge. While most research focuses on how extratextual comments influence knowledge acquisition, we propose that children’s learning may also be supported by the specific features of storybooks. More specifically, we propose that texts that invoke children’s knowledge of familiar taxonomic categories may support learning by providing a conceptual framework through which prior knowledge and new knowledge can be readily integrated. In this study, 60 5-year olds were read a storybook that either invoked their knowledge of a familiar taxonomic category (taxonomic storybook) or focused on a common thematic grouping (traditional storybook). Following the book-reading, children’s vocabulary acquisition, literal comprehension, and inferential comprehension were assessed. Children who were read the taxonomic storybook demonstrated greater acquisition of target vocabulary and comprehension of factual content than children who were read the traditional storybook. Inferential comprehension, however, did not differ across the two conditions. We argue for the importance of careful consideration of book features and storybook selection in order to provide children with every opportunity to gain the knowledge foundational for successful literacy development.

Highlights

One of the most important predictors of young children’s literacy development and lifelong academic achievement is their knowledge base [1, 2]
Prior knowledge may help children fill in informational gaps, allowing them to maintain coherence and enhance their representations of new information
To What Extent Does Invoking Children’s Preexisting Knowledge of a Taxonomic Category Help Bootstrap Their Subsequent Knowledge Acquisition from Storybooks? We investigated the extent to which invoking children’s knowledge of a familiar taxonomic category may have facilitated their target vocabulary acquisition and literal comprehension

Summary

Introduction

One of the most important predictors of young children’s literacy development and lifelong academic achievement is their knowledge base [1, 2]. Children’s prior knowledge may support their learning in a number of ways. Prior knowledge may help create expectations, thereby directing children’s attention toward information that is especially relevant or important. Prior knowledge may help children fill in informational gaps, allowing them to maintain coherence and enhance their representations of new information. When children possess accurate background knowledge about a topic, they may demonstrate superior inference-making and learning relative to instances in which their knowledge is incorrect, inaccessible, or lacking (see [5] for review)

Methods

Results

Discussion

Conclusion