ELL preschoolers’ English vocabulary acquisition from storybook reading.

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Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts (2019, background): “Frequency of use has been controlled in some vocabulary intervention studies (Blewitt et al., 2009; Collins, 2010; Coyne et al., 2007; Coyne et al., 2009; McLeod & McDade, 2011; Penno et al., 2002), but not in others (Biemiller & Boote, 2006; Brabham & Lynch-Brown, 2002; Gonzalez & Nelson, 2003;…”
Shared Book Reading Interventions With English Learners: A Meta-Analysis (2018, methodology): “It is possible that younger children benefit more from shared reading than older children because books offer rich language exposure that may not otherwise be provided in the home environment (Collins, 2010; Larson et al., 2018).”
Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension (2012, background): “More recent instructional studies have confirmed the importance of these features with learners as young as preschool (Collins, 2010 ; Coyne et al, 2010 ; Silverman, 2007 ).”
Affordances and limitations of electronic storybooks for young children's emergent literacy (2015, background): “When adults prompt children with questions pertaining to the text, label object, and encourage them to discuss the book content in terms of their experiences and interests, this elicits increased motivation and verbalization by the child and can improve literacy development (e.g., Biemiller & Boote,”