Accessibility navigation


Once upon a time, there was a pulchritudinous princess…: the role of word definitions and multiple story contexts in children’s learning of difficult vocabulary

Downloads

Downloads per month over past year

Wilkinson, K. S. and Houston-Price, C. (2013) Once upon a time, there was a pulchritudinous princess…: the role of word definitions and multiple story contexts in children’s learning of difficult vocabulary. Applied Psycholinguistics, 34 (3). 591-613 . ISSN 1469-1817

[img] Text - Accepted Version
· Restricted to Repository staff only
· Please see our End User Agreement before downloading.

220Kb
[img] Text - Accepted Version
· Please see our End User Agreement before downloading.

256Kb

To link to this article DOI: 10.1017/S0142716411000889

Abstract/Summary

The close relationship between children’s vocabulary size and their later academic success has led researchers to explore how vocabulary development might be promoted during the early school years. We describe a study that explored the effectiveness of naturalistic classroom storytelling as an instrument for teaching new vocabulary to six- to nine-year-old children. We examined whether learning was facilitated by encountering new words in single versus multiple story contexts, or by the provision of age-appropriate definitions of words as they were encountered. Results showed that encountering words in stories on three occasions led to significant gains in word knowledge in children of all ages and abilities, and that learning was further enhanced across the board when teachers elaborated on the new words’ meanings by providing dictionary definitions. Our findings clarify how classroom storytelling activities can be a highly effective means of promoting vocabulary development.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Development
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Faculty of Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
ID Code:21683
Publisher:Cambridge University Press

Download Statistics for this item.

University Staff: Request a correction | Centaur Editors: Update this record

Page navigation