Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect?

By Julie Penno, I. Wilkinson, D. Moore. 2002

527 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/be8797b3a43d193e0b6f0661010f00b568d31146

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In Developmental and Educational Psychology

Citations in the corpus

Book reading and vocabulary development: A systematic review (2016, background): “Two – Justice, Meier, and alpole (2005) and Robbins and Ehri (1994) – explicitly catego- 4 21 Yes 5 22 Yes rized the words by parts of speech, with Justice and colleagues reporting 16 adjectives, 16 nouns, and 28 verbs while Robbins and Ehri included two adjectives, one noun, and eight verbs.”
Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “For instance, in the area of vocabulary, adults can explicitly teach children the meaning of conceptually challenging words by identifying the word, defining it, and encouraging children to use it in a sentence (e.g., Penno et al., 2002).”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “…of direct vocabulary instruction with young students may be moderated by individual differences in language and literacy measured at pretest (Coyne et al., 2009; Coyne et al., 2007; Penno et al., 2002), although a few studies have reported divergent findings (Coyne et al., 2004; Elley, 1989).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “In previous studies, teachers’ extended explanation of novel words has been linked to children’s learning of novel words (Penno et al., 2002); positively acknowledging children’s comments and questions with a verbalization has been associated with higher performance on measures of receptive…”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “Second, the finding that pretest scores predicted posttest scores, suggests that students with lower entry skills may need more intensive vocabulary instruction that cuts across multiple activities and periods throughout the day and extends beyond book-based small group sessions (eg, Penno, Wilkins”
A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners (2011, background): “Studies suggest that the explicitness of instruction affects the level of vocabulary acquisition (Hulstijn, 1992; Penno et al., 2002).”
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, methodology): “Penno et al. (2002) found that, although all children gained some vocabulary knowledge during the shared storybook activity, vocabulary learning was enhanced in the treatment group in which teachers directly explained the meanings of the target words.”
Promoting Emergent Literacy and Social–Emotional Learning Through Dialogic Reading (2006, background): “Penno, Wilkinson, and Moore (2002) tested intervention strategies to improve young children’s vocabulary and found that the greatest gains came from a combination of contextually relevant direct instruction and incidental learning.”
How Reading Books Fosters Language Development around the World (2012, background): “5 can be achieved for many such interventions, but effects may be greater for children with stronger vocabulary prior to the intervention [57] and children from higher SES families [107].”