Shared Reading and Science Vocabulary for Kindergarten Students.

ABSTRACT: Kindergarten students commonly receive a limited amount of exposure to scientific concepts and informational texts. The present study used a multiple probe design across participants to determine the effects of shared reading instruction on three kindergarten students' science-related vocabulary acquisition in a virtual classroom during the Covid-19 pandemic. The interventionist delivered explicit vocabulary instruction by reading aloud a science picture book and intentionally pausing to define, explain, and discuss vocabulary words that were unfamiliar to young students. Researcher-developed vocabulary probes were administered every fifth instructional session and measured specific words taught during instruction. Results of virtual shared reading instruction indicate positive effects (Ta

SUBMITTER: Gibbs AS 

PROVIDER: S-EPMC8635310 | biostudies-literature | 2021 Dec

REPOSITORIES: biostudies-literature