The Effect of Questioning Style During Storybook Reading on Novel Vocabulary Acquisition of Preschoolers

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Teachers’ Use of Scaffolding Strategies During Read Alouds in the Preschool Classroom (2009, background): “…research findings have shown that children’s participation in read alouds that feature strategies such as active engagement through questioning and repeated readings can have positive effects on young children’s vocabulary growth (Senechal and Cornell 1993; Senechal 1997; Walsh and Blewitt 2006).”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, result): “These findings are consistent with a growing body of research documenting the efficacy of directly teaching word meanings to young students within oral language activities such as storybook readings (Elley, 1989; Justice et al., 2005; Penno et al., 2002; Walsh & Blewitt, 2006).”
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, background): “Research suggests, however, that even greater gains can be made by directly teaching the meanings of unfamiliar words that are encountered in the text (Justice, Meier, & Walpole, 2005; Penno et al., 2002; Walsh & Blewitt, 2006).”