| Full text | |
| Author(s): |
Total Authors: 2
|
| Affiliation: | [1] Universidade de São Paulo - Brasil
[2] Universidade de São Paulo - Brasil
Total Affiliations: 2
|
| Document type: | Journal article |
| Source: | Paidéia; v. 29, 2019-05-23. |
| Abstract | |
Abstract Shared book reading favors incidental learning of vocabulary; however, studies indicate that the previous vocabulary level of the child interferes with learning. The aim of this study was to compare the learning relations between pseudowords and figures of children aged 3 and 7 years in a shared book reading situation and to investigate the possible occurrence of the Matthew Effect. A book with four pseudowords developed for this study was read three consecutive times to 10 children of each age group. Matching-to-sample, exclusion, naming, and description of the use probes were applied immediately after the reading and one week later. No significant differences were found between the performances of both groups, except for the exclusion probes, without incidence of the Matthew Effect. Learning words is a continuous process that involves frequency and contexts of exposure to the words. (AU) | |
| FAPESP's process: | 14/22990-5 - Vocabulary learning by children during shared book reading |
| Grantee: | Andréia Schmidt |
| Support Opportunities: | Regular Research Grants |
| FAPESP's process: | 14/50909-8 - INCT 2014: Behavior, Cognition and Teaching (INCT-ECCE): relational learning and symbolic functioning |
| Grantee: | Deisy das Graças de Souza |
| Support Opportunities: | Research Projects - Thematic Grants |