Vocabulary learning by children during shared book reading

• Grant number: 14/22990-5
• Support Opportunities: Regular Research Grants
• Start date: May 01, 2015
• End date: April 30, 2017
• Field of knowledge: Humanities - Psychology - Experimental Psychology
• Principal Investigator: Andréia Schmidt
• Grantee: Andréia Schmidt
• Host Institution: Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

Shared storybook reading to children is an activity that produces important effects on vocabulary learning by children of different ages. This increase in vocabulary has important repercussions on the children's academic performance, which justifies efforts to understand the role of different variables involved in this activity. The aim of this project is to investigate a set of variables that can promote word learning in shared storybook reading for children of different ages and developmental conditions, in four studies. In Study 1, we intend to compare the learning of nonsense words in shared storybook reading in children aged 3 and 7 years, and whether that learning is affected by indicating the specific function of two of four nonsense words. Twenty children, aged 3 and 7 years (n = 10 in each group), will participate. Specially created illustrate storybooks will be read for three consecutive times. Four new words (nonsense words) will be dictated during the story. After the readings, and a week after, learning tests of words will be conducted, comparing the performance of children in each age group. Studies 2 and 3, aim, respectively, to determine whether the request for repetition of the target word during reading story, or different types of questions posed during the reading, can facilitate the learning of the target words by children. In Study 2, eighteen 5 year olds (three groups of six children) will participate, and in Study 3, 12 children of the same age. The procedure for both will be the same as Study 1, with the following differences: different groups of children will be submitted to different conditions of reading - only hear the reading, during the reading will be required to repeat the nonsense words (echoic emission), will be exposed to the word-picture pairing, will answer simple questions about the target words during the story, or answer simple questions about nonsense words without specific function, and more complex questions about nonsense words that presenting function defined in the story context. The same Study 1 learning tests will be presented. In Study 4 we will investigate the effectiveness of a procedure for teaching adjectives and nouns (unknown) for children with Down Syndrome (DS), compared with children with typical development (TD), in a shared storybook reading. Six children with SD and six with DT will participate. The experimental design will be alternating treatments, and all children will be submitted to different conditions of reading (read-only, answer questions and emit echoic). We expect to verify the role of these variables on word learning by the participants. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

ALINE MELINA VAZ; ANDRÉIA SCHMIDT. Aprendizagem de Pseudopalavras por Crianças de Diferentes Idades em Contexto de Leitura Compartilhada de Livros. Paidéia, v. 29, 2019-05-23. (14/22990-5, 14/50909-8)