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.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.