Accelerating Preschoolers’ Content Vocabulary and World Knowledge: Collaboration Between Teachers and Researchers

Sharolyn Pollard Durodola, Jorge E. Gonzalez, Deborah C. Simmons

Abstract


The purpose of this three-year investigation was to develop an 18-week shared book reading intervention guided by teacher feedback on instructional practices, including the design and delivery features from the shared book reading and vocabulary research that could be effectively implemented by preschool teachers to accelerate children's content vocabulary knowledge. The results of this study bridge research to practice by contributing to the theoretical understanding of the feasibility of instructional practices that intensify typical shared book reading practices.

Keywords


vocabulary; shared book reading intervention

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This journal is a publication of the NHSA and the CEME at UNC Charlotte.