Preschoolers learn almost no challenging vocabulary from hearing stories without embedded lessons¶
Claim · All claims
Evidence · 1 study · causalr3·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The comparison group's gains were negligible and non-significant (β = 0.016, p = .67), indicating storybook listening alone has little effect on learning challenging words. → Goldstein et al. 2016
Evidence¶
Goldstein et al. 2016¶
Goldstein, H., Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J., Guerrero, G., McCarthy, T., Schneider, N., & Spencer, T. (2016). Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers. Journal of Speech, Language, and Hearing Research, 59(3), 484-500. https://doi.org/10.1044/2015_JSLHR-L-15-0227
q3 · i? · causal · r3
Exposure-only comparison condition in the cluster randomized trial; comparison children grew from a pretest mean of 0.50 word point to a posttest mean of 0.80, a gain of 0.32 word points per unit, with non-significant growth (p = .67).
"The virtual absence of learning of the same vocabulary words that were included in the story by the comparison group without the embedded lessons indicates that storybook listening alone has little effect on the learning of challenging words."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Embedded vocabulary lessons in prerecorded storybooks produce large vocabulary learning gains relative to hearing the same stories without lessons — related
- Embedded comprehension lessons did not improve story comprehension relative to story exposure alone — related
- Vocabulary learning under embedded instruction declined over the course of the school year — related
- Technology-enhanced stories show no significant additional effect on receptive vocabulary compared with traditional storybook reading — related
- Story Friends treatment participants had greater vocabulary gains than comparison participants on unit tests, with large effect sizes — related
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