Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities

By C. Leung. 2008

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Book reading and vocabulary development: A systematic review (2016, background): “Leung (2008) 6–15 3 32 UtbD 12 sessions across 4”
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction (2014, background): “Evidence from intervention studies with young children (French, 2004; Leung, 2008; Neuman et al., 2011) supports this view, with studies finding increased vocabulary development as well as conceptual learning when vocabulary is taught within science and social studies lessons and activities.”
Developing Low-Income Preschoolers’ Social Studies and Science Vocabulary Knowledge Through Content-Focused Shared Book Reading (2010, background): “Leung (2008) explored the effects of two shared book reading conditions, (a) repeated reading and retelling of science books and (b) repeated reading only followed by handson science activities, on the vocabulary knowledge of 3- and 4-year-old children from varied SES backgrounds.”