Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds
Document Type
Journal Article
Publisher
Routledge
Faculty
Faculty of Education and Arts
School
School of Education
RAS ID
18242
Abstract
Vocabulary knowledge is an important predictor of literacy and broader academic outcomes, and children's literature is a rich source of sophisticated vocabulary. This study investigated the effect of providing instruction in word meanings as an adjunct to story-book read-aloud sessions in Grade One classrooms. The main intervention programme ran for 18 weeks over three terms in low socio-economic status (SES) schools. Two intervention models incorporating explicit instruction components were compared with existing classroom practice. Teaching a greater number of word meanings more briefly was contrasted with teaching fewer words in greater depth. Pre- and post-instruction vocabulary knowledge was assessed using curriculum-based assessments. Both explicit approaches were more effective in improving word learning than a traditional constructivist approach. Increased intensity of instruction resulted in better learning for individual words. There was no discernible carryover to scores on standardised vocabulary tests.
DOI
10.1080/19404158.2014.964992
Access Rights
subscription content
Comments
Moore W., Hammond L., Fetherston T. (2014). Strengthening vocabulary for literacy: an analysis of the use of explicit instruction techniques to improve word learning from story book read-alouds. Australian Journal of Learning Difficulties, 19(2), 153-172. Available here