ABSTRACT

This study examines the influence of a parent workshop intervention on vocabulary acquisition of at-risk preschool children during parent-child shared storybook reading. Sixty-nine parents were randomly assigned to either treatment or control group. In the treatment condition, parents were taught to implement elaborated vocabulary instruction (definitions, synonyms, and examples) and non-elaborated vocabulary instruction (simple definitions only) during shared storybook reading (SSR). In the control group (stories only), parents read the same storybooks as the treatment families but did not provide direct vocabulary instruction. Children’s vocabulary learning was assessed using a researcher-designed assessment, Big Words for Little People (BWLP), at three time points during the study: before, after, and 14 days following the end of the intervention. The results suggest that meaningful explanations of unfamiliar words during parent-child shared storybook reading may be a viable strategy for fostering vocabulary learning, which is critical for later reading achievement.

摘要

本研究探讨了在亲子共享故事书阅读过程中，家长研讨会干预对高危学龄前儿童词汇习得的影响。69 名父母被随机分配到治疗组或对照组。在治疗条件下，父母被教导在共享故事书阅读（SSR）期间实施详尽的词汇教学（定义、同义词和示例）和非详尽的词汇教学（仅限简单定义）。在对照组（仅限故事）中，父母阅读与治疗家庭相同的故事书，但没有提供直接的词汇指导。在研究期间的三个时间点，使用研究人员设计的评估小人大词 (BWLP) 评估儿童的词汇学习：之前、之后、