Accelerating Preschoolers’ Content Vocabulary: Designing a Shared Book Intervention in Collaboration With Teachers

Authors

  • Sharolyn D Pollard Durodola University of Denver Morgridge College of Education Child, Family, School Psychology
  • Jorge E Gonzalez Texas A&M University College of Education and Human Development Department of Educational Psychology
  • Deborah C Simmons Texas A & M University College of Education and Human Development Department of Educational Psychology

DOI:

https://doi.org/10.55370/hsdialog.v17i3.72

Keywords:

Shared Book Reading, Design Experiment, Preschool

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 as researchers implemented a design experiment.  To date, this methodology has been implemented in the design of few preschool vocabulary curricula. Thus, the results of this study contribute to the theoretical understanding of the feasibility of instructional practices that intensify typical shared book reading practices.

Author Biographies

Sharolyn D Pollard Durodola, University of Denver Morgridge College of Education Child, Family, School Psychology

Dr. Durodola is the Morgridge Endowed Associate Professor in Literacy in the Child, Family, School Psychology program at the University of Denver. Her  scholarship attends to the prevention and intervention of language and literacy difficulties (Spanish/English) among students with identified disabilities or at risk of later academic difficulties. Central to her scholarship is an interest in developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers (Spanish/English), and investigating how to improve the teaching quality of language/literacy practices of teachers of young English language learners (ELLs) and non-ELLs who are at risk for reading difficulties.

Jorge E Gonzalez, Texas A&M University College of Education and Human Development Department of Educational Psychology

Dr. Jorge E. Gonzalez is an associate professor in the Department of Educational Psychology; School Psychology Program at the College of Education & Human Development at Texas A&M University. Dr. Gonzalez's research interests include at-risk preschoolers, early childhood poverty, English Language Learners, home literacy environments, and migrant and immigrant families. His specific interest is identifying ways to intervene early to impact reading comprehension of low income and other diverse learners by focusing on learners' oral language and literacy development.

Deborah C Simmons, Texas A & M University College of Education and Human Development Department of Educational Psychology

Dr. Deborah Simmons is a Professor in the Department of Educational Psychology, College of Education and Human Development, Texas A&M University. Dr. Simmons was a speech pathologist and special educator prior to earning her doctorate from Purdue University. Most of her reading intervention research studies have been randomized, experimental designs that have measured the effects of intervention on student performance. She was recognized by AERA and APA with awards for outstanding articles in their journals and was the 2003 recipient of the Council for Exceptional Children’s Division of Learning Disabilities award for translating research into practice.

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Published

2013-09-04

Issue

Vol. 17 No. 3

Section

Research Articles

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