Abstract

We explored whether knowledge building through read alouds of a conceptually coherent (CC) set of texts might support children’s incidental acquisition of vocabulary in these texts and listening comprehension of related texts. Eleven classrooms of first (n = 83) and second grade students (n = 112) were randomly assigned to read alouds of either a set of six CC informational texts or a set of texts that addressed a range of topics. After the read alouds, we found larger effect sizes favoring the CC group on conceptually-central target words and no differences between groups on general academic words or on the listening comprehension passages. Within treatment comparisons demonstrate the CC participants had stronger listening comprehension of a passage that contained both concepts and vocabulary from their text set than of other passages. Findings suggest that CC read alouds may be a promising way to enhance learning opportunities during read alouds for young learners.

摘要

我们探讨了通过朗读概念连贯 (CC) 的文本集来构建知识是否可以支持儿童偶然获得这些文本中的词汇和对相关文本的听力理解。11 个一年级 (n = 83) 和二年级学生 (n = 112) 的教室被随机分配朗读一组六篇 CC 信息文本或一组涉及一系列主题的文本。在大声朗读之后，我们发现 CC 组在概念中心目标词上的效果更大，而在一般学术词或听力理解段落上，各组之间没有差异。在治疗比较中，CC 参与者对包含其文本集中概念和词汇的段落的听力理解比其他段落更强。