Abstract
Novel word learning in the context of shared storybook reading has been primarily investigated with monolingual children, while experiments with Hispanic dual language learners (DLLs) are less prevalent. This exploratory study investigated the extratextual stylistic behaviors of storybook reading that promote novel word learning in DLL preschoolers enrolled in Head Start. Using monolingual studies for methodological support, we examined vocabulary noneliciting questions and noneliciting labels as well as the impact of English and Spanish conditions. Results from our home language survey showed that Spanish was the only adult language spoken in most children’s homes. The present study’s findings revealed that Spanish vocabulary noneliciting questions promoted expressive novel word learning. Implications for adults working with Hispanic DLL children in Head Start and future avenues for research are discussed.
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This study was partially supported by a Helen M. Robinson Dissertation Grant of the International Reading Association awarded to the first author.
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Walsh, B.A., Rose, K.K., Sanchez, C. et al. Exploration of How Spanish and English Noneliciting Questions Affect the Novel Vocabulary Acquisition of Hispanic Dual Language Learners Enrolled in Head Start. Early Childhood Educ J 39, 383–390 (2012). https://doi.org/10.1007/s10643-011-0483-8
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DOI: https://doi.org/10.1007/s10643-011-0483-8