Word production showed no posttest difference between dictionary and non-dictionary words, with an initial pretest gap favoring non-dictionary words¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? No differences in production of dictionary versus non-dictionary words were observed at the two posttests; dictionary words started particularly low and closed the gap. → Korat et al. 2017 q3 i? At pretest, production favored words not in the dictionary over dictionary words. → Korat et al. 2017 (2)

Evidence¶

Korat et al. 2017¶

Korat, O., Kozlov-Peretz, O., & Segal-Drori, O. (2017). Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners. Journal of Education and Training Studies, Vol. 5, No. 7. https://doi.org/10.11114/jets.v5i7.2498

q3 · i? · causal · r2

Word-type ANCOVA on story-retelling production scores in the randomized study. The Discussion states children progressed in both word types, with much progress in dictionary words "such that it closed the initial gap".

"No differences in the production level were observed for dictio n a r y a n d n o n - d i c t i o n a r y w o r d s , i n t h e t w o p o s t t e st measures."

Korat et al. 2017 (2)¶

Korat, O., Kozlov-Peretz, O., & Segal-Drori, O. (2017). Repeated E-book Reading and Its Contribution to Learning New Words among Kindergartners. Journal of Education and Training Studies, Vol. 5, No. 7. https://doi.org/10.11114/jets.v5i7.2498

q3 · i? · causal · r2

Results section of the word-type analysis: the pretest production difference favored non-dictionary words. The authors say this unequal baseline prevented verifying their hypothesis about production gains and necessitates better word selection in future studies.

"A significant difference in word production was found in the pr etest between words which were in the dictionary and words which were not in the dictionary, favoring words not in t he dictionary."

Discussion¶

Related Claims¶

• Words that received a dictionary explanation in the e-book were explained better by children than words appearing in the story without dictionary support — related
• Kindergartners who independently read an e-book with a built-in dictionary improved in receptive word comprehension and word explanation more than controls in regular kindergarten; results for word production were inconsistent — related
• Receptive word comprehension improved for both dictionary and non-dictionary words, with no receptive-level difference between the two word types — related