Abstract
Vocabulary development is positively associated with reading development, reading comprehension and academic achievement. This article explores how integrating storybook reading with explicit, interactive vocabulary instruction affects Grade 1 second-language vocabulary acquisition. The study participants comprised 69 Grade 1 English second- language learners from three classes in two schools. Using the Peabody Picture Vocabulary Test (PPVT) as pre- and post-test, an intervention—consisting of 30-minute storybook reading sessions accompanied by interactive vocabulary instruction—was administered twice a week for two school terms. The PPVT results show that second-language storybook reading, accompanied by explicit, interactive vocabulary instruction, has a positive impact on Grade 1 vocabulary acquisition.
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