A Comparison of Three Methods of Vocabulary Instruction during Read‐Alouds in Kindergarten

By R. Silverman. The Elementary school journal, 2007

134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f7575c935856530637fd60b499c3a5dfded48609

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In Developmental and Educational Psychology

Citations in the corpus

The Effects of Multimedia-Enhanced Instruction on the Vocabulary of English-Language Learners and Non-English-Language Learners in Pre-Kindergarten Through Second Grade (2009, background): “In a study in which the same research-based vocabulary intervention was implemented through read alouds with both non-ELLs and ELLs in kindergarten, ELLs grew in knowledge of words targeted in the intervention at the same rate and grew in general vocabulary knowledge at a faster rate than their non-”
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).”
Book reading and vocabulary development: A systematic review (2016, background): “…X McKeown and B. (2014) X Penno et al. (2002) X Robbins & Ehri (1994) X Sénéchal et al. S1 (1995) X Sénéchal et al. S2 (1995) X Senechal (1997) X Silverman (2007) X Silverman et al. (2013) X Sim et al. (2014) X Wasik & Bond (2001) X Wasik et al. (2006) X Weisberg et al. (2015) X Whitehurst…”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “Studies have focused on explicit vocabulary instruction in early elementary school as a means for ensuring that all children begin to learn the academic vocabulary they will need for school-based language and literacy demands (e.g., Beck & McKeown, 2007; Coyne, McCoach, Loftus, Zipoli, & Kapp, 2009;”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, methodology): “For example, Silverman (2007a) developed a multidimensional vocabulary program that used supplemental verbal explanations, gestures and facial expressions to clarify word meanings, and opportunities for children to repeatedly say words aloud so they that establish phonological representation of the…”