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The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children
Nielsen, Diane Corcoran Friesen, Lisa Dinner Fink, Judy
Nielsen, Diane Corcoran
Friesen, Lisa Dinner
Fink, Judy
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Abstract
The purpose of the study that is reported in this article was to
examine the effectiveness of a model of language-focused instruction,
dehvered by the classroom teacher, on the vocabulary and narrative
development of kindergarten children hving in high-poverty
conditions. There were 22 participants, the majority significantly
behind their peers on standardized measures of vocabulary and narrative
(understanding and production). The four-day sequence of
instruction focused on a different storybook each week for 12
weeks. The findings demonstrated that it was possible to increase
both vocabulary and narrative with exphcit classroom instruction,
repeated experiences, and active engagement. Implications for core
kindergarten instruction and for teacher education are discussed.
Description
This is the publisher's version, also available at http://ehis.ebscohost.com/ehost/detail?sid=3c1386ac-4367-4308-aec6-0505e48d6c28%40sessionmgr15&vid=3&hid=8&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=85920663
Date
2012
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Bioinfo Publications
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Nielsen, Diane Corcoran, et al. (2012) The Effectiveness of a Model of Language-Focused Classroom Instruction on the Vocabulary and Narrative Development of Kindergarten Children. Journal of Education, 192.3: 63-77.