Skip to main content
SpringerLink
Log in

Effective practices to enhance immigrant kindergarteners’ second language vocabulary learning through storybook reading

  • Published:
Reading and Writing Aims and scope Submit manuscript

Abstract

This study examined the impact of direct instruction and interactive instruction on immigrant kindergarten children’s vocabulary learning during storybook reading. (In the present study the terms “immigrants” and “second language learners” are used alternatively meaning kindergarteners from immigrant families who are in the process of acquiring a second language besides their mother tongue.) Eighty seven immigrant kindergarten children, aged 4–6 years old (mean = 61.68 months, standard deviations = .51) were recruited from 12 public kindergarten classrooms located in Crete. Children were acquiring Greek as a second language. The immigrant children of the 12 kindergarten classrooms were randomly assigned to two experimental groups and one control group. During the intervention phase, six stories were read twice in whole group settings. Target and non-target words were assessed by multiple choice vocabulary measure before and after the storybook readings. In the first experimental group, children were provided brief explanations of target words by direct instruction. In the second experimental group, children were involved actively in discussing target words according to interactive instruction techniques. In the control group stories were read without any explanation of target vocabulary. Results showed that interactive instruction was more beneficial on target vocabulary learning than direct instruction and the impact was greater for instructed words than for uninstructed ones. In addition, results showed that boys and girls responded differently to the teaching procedures. Specifically, in both conditions where teaching procedures were implemented, girls outperformed boys on instructed words. Furthermore, children’s initial level in Greek receptive vocabulary and target word knowledge had a significant impact on target word learning.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Pretest analysis showed that boys’ scores in the instructed words (M = 7.5, SD = 2.19) did not differ from girls’ scores (M = 7.74, SD = 3.23), t(85) = −.392, p > .05.

References

  • Anthony, A. R. B. (2008). Output strategies for English-language learners: Theory to practice. The Reading Teacher, 61, 472–482.

    Article  Google Scholar 

  • Athanasiou, L., & Gotovos, A. (2002). I diglossia ton diaforetikon. Adilipsis ke stasis ton ekpedeutikon tis proscholikis ilikias apenadi sti diglossia ton metanaston ke palinnostoudon mathiton [Bilingualism of the differents. Kindergarten teachers’ views and attitudes towards the bilingualism of immigrant and repatriate students]. Epistimes tis Agogis, Thematic, 2002, 23–44.

    Google Scholar 

  • Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary. Frequent asked questions & extended examples. New York, NY: The Guilford Press.

    Google Scholar 

  • Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44–62.

    Article  Google Scholar 

  • Boonkongsaen, N. (2012). Factors affecting vocabulary learning strategies: A synthesized study. Naresuan University Journal, 20(2), 45–53. Retrieved December 13, 2013, from http://www.nupress.grad.nu.ac.th/journal/index.php/NUJournal/article/viewFile/6/7.

  • Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96, 415–422.

    Article  Google Scholar 

  • Castilla, A. P., Restrepo, M. A., & Perez-Leroux, A. T. (2009). Individual differences and language interdependence: A study of sequential bilingual development in Spanish − English preschool children. Bilingualism and Bilingual Education, 12, 565–580.

    Article  Google Scholar 

  • Catalán, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13, 54–77.

    Article  Google Scholar 

  • Chlapana, E. (2005). Methodologikes prosegisis tis anagnosis istorion apo pedagogous tis prosholikis ekpedefsis [Storybook reading methodological approaches by kindergarten teachers]. Unpublished master’s thesis, University of Crete, Rethymno, Greece.

  • Chlapana, E. (2009). Diaforopiisis sti domi tou kimenou ke i epidrasis tous stin piotita tis sizitisis kata tin anagnosi istorion stin prosholiki taxi [Story structure differences and their relation with discussion quality during storybook reading]. In Ε. Τafa & G. Μanolitsis (Εds.), Anadiomenos grammatismos. Erevna ke efarmoges [Emergent literacy: Research and implications] (pp. 239–258). Athens: Pedio.

  • Chlapana, E. (2012). Didaktikes practices gia tin anaptixi tou lexilogiou apo tous nipiagogous kata tin anagnosi ton istorion [Vocabulary teaching practices by Greek kindergarten teachers during story reading]. Sighroni Ekpedefsi, 171, 104–120.

  • Collins, M. F. (2010). ELL preschoolers’ English vocabulary acquisition from storybook reading. Early Childhood Research Quarterly, 25, 84–97.

    Article  Google Scholar 

  • Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergartners: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30, 74–88.

    Article  Google Scholar 

  • DeKeyser, R., Alfi-Shabtay, I., & Ravid, D. (2010). Cross-linguistic evidence for the nature of age effects in second language acquisition. Applied Psycholinguistics, 31, 413–438.

    Article  Google Scholar 

  • DeKeyser, R., & Koeth, J. (2011). Cognitive aptitudes for second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 395–406). New York, NY: Routledge.

    Google Scholar 

  • Dunn, L. M., & Dunn, L. M. (1981). Peabody picture vocabulary test—revised. MN: American Guidance Service.

    Google Scholar 

  • Efthimiou, A., Dimos, I., Mitsiaki, M., & Adipa, I. (2007). Ikonografimeno lexiko gia tin Α′, Β′, Γ′ dimotikou [Illustrated dictionary for Α′, Β′, Γ′ grade of primary school]. Athens: O.E.D.B.

    Google Scholar 

  • Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174–187.

    Article  Google Scholar 

  • Gorman, B. R. (2012). Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners. American Journal of Speech-Language Pathology, 21, 109–123.

    Article  Google Scholar 

  • Graves, M. F. (2009). Teaching individual words. One size does not fit all. Newark, NW: International Reading Association.

    Google Scholar 

  • Gutiérrez-Clellen, V., Simon-Cereijido, G., & Sweet, M. (2012). Predictors of second language acquisition in Latino children with specific language impairment. American Journal of Speech-Language Pathology, 21, 64–77.

    Article  Google Scholar 

  • Hunt, A., & Beglar, D. (2005). A framework for developing EFL reading vocabulary. Reading in a Foreign Language, 17, 23–59.

    Google Scholar 

  • Jalongo, M. R., & Sobolak, M. J. (2011). Supporting young children’s vocabulary growth: The challenges, the benefits, and evidence-based strategies. Early Childhood Education Journal, 38, 421–429.

    Article  Google Scholar 

  • Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17–32.

    Article  Google Scholar 

  • Kalantzis, M., & Cope, B. (2013). Nea mathisi. Basikes arhes gia tin epistimi tis ekpedefsis [New learning. Elements of a science of education]. In E. Arvaniti (Ed.), (G. Christidis, Trans.). Athens, Greece: Kritiki. Original work published 2008.

  • Koenig, M., & Woodward, A. L. (2012). Toddlers learn words in a foreign language: The role of native vocabulary knowledge. Journal of Child Language, 39, 322–337.

    Article  Google Scholar 

  • Kyllonen, P. C., & Christal, R. E. (1990). Reasoning ability is (little more than) working-memory capacity? Intelligence, 14, 389–433.

    Article  Google Scholar 

  • Laufer, B. (1998). The development of passive and active vocabulary in a second language: Same or different? Applied Linguistics, 19, 255–271.

    Article  Google Scholar 

  • Lugo-Neris, M., Wood Jackson, C., & Goldstein, H. (2010). Facilitating vocabulary acquisition of young English language learners. Language, Speech, and Hearing Services in Schools, 41, 314–327.

    Article  Google Scholar 

  • Marken, R. S. (2008). Effects of presentation context on preschoolers’ receptive acquisition of novel vocabulary through storybook reading. Unpublished master’s thesis, William Paterson University, New Jersey, USA.

  • Martin, K. I., & Ellis, N. C. (2012). The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34, 379–413.

    Article  Google Scholar 

  • Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80, 300–335.

    Article  Google Scholar 

  • Massey, S. L. (2004). Teacher-child conversation in the preschool classroom. Early Childhood Education Journal, 31, 227–231.

    Article  Google Scholar 

  • Millard, E. (2003). Gender and early childhood literacy. In N. Hall, J. Larson, & J. Marsh (Eds.), Handbook of early childhood literacy (pp. 22–33). London: Sage Publications.

    Chapter  Google Scholar 

  • Mol, S. E., Bus, A. G., & de Jong, M. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79, 979–1007.

    Article  Google Scholar 

  • Nicolay, A. C., & Poncelet, M. (2013). Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: A longitudinal study. Journal of Experimental Child Psychology, 115, 655–671.

    Article  Google Scholar 

  • Oxford, R. L., & Ehrman, M. (1992). Second language research on individual differences. Annual Review of Applied Linguistics, 13, 188–205.

    Article  Google Scholar 

  • Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94, 23–33.

    Article  Google Scholar 

  • Perkins, T. J. (2008). Closing the gap: Improving vocabulary development in kindergarten English language learners. Unpublished master dissertation, Sierra Nevada College, Nevada, USA.

  • Pham, G., & Kohnert, K. (2013). A longitudinal study of lexical development in children learning Vietnamese and English. Child Development. doi:10.1111/cdev.12137.

  • PISA. (2000). Knowledge and skills for life. First results from the OECD programme for the international student assessment (PISA) 2000. http://www.oecd.org/dataoecd/44/53/33691596.pdf.

  • Raven, J. C. (1956). Coloured progressive matrices: Sets A, AB, B. London: Lewis.

    Google Scholar 

  • Reese, E., & Cox, A. (1999). Quality of adult reading affects children’s emergent literacy. Developmental Psychology, 35, 20–28.

    Article  Google Scholar 

  • Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54–64.

    Article  Google Scholar 

  • Roberts, T. A., & Neal, H. (2004). Relationships among preschool English language learner’s oral proficiency in English, instructional experience and literacy development. Contemporary Educational Psychology, 29, 283–311.

    Article  Google Scholar 

  • Rydland, V., Grǿver, V., & Lawrence, J. (2013). The second-language vocabulary trajectories of Turkish immigrant children in Norway from ages five to ten: The role of preschool talk exposure, maternal education, and co-ethnic concentration in the neighborhood. Journal of Child Language. doi:10.1017/S0305000912000712.

  • Sanchez, G. (2007). Prediction of English and Spanish early literacy skills of English language learners in the primary grades. Graduate School Theses and Dissertations. Retrieved December 11, 2013, from http://scholarcommons.usf.edu/etd/3893.

  • Schwanenflugel, P. J., Hamilton, C. E., Bradley, B. A., Ruston, H. P., Neuharth-Pritchett, S., & Restrepo, M. A. (2005). Classroom practices for vocabulary enhancement in prekindergarten: Lessons from PAVED for success. In E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary. Bringing research to practice (pp. 155–177). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Silverman, R. (2007). Vocabulary development of English-language and English-only learners in kindergarten. The Elementary School Journal, 107, 365–383.

    Article  Google Scholar 

  • Simos, P., Sideridis, G. D., Protopapas, A., & Mouzaki, A. (2011). Psychometric evaluation of a receptive vocabulary test for Greek elementary students. Assessment for Effective Intervention, 37, 34–49.

    Article  Google Scholar 

  • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.

    Article  Google Scholar 

  • Swann, J. (1992). Girls, boys & language. Oxford: Blackwell.

    Google Scholar 

  • Swanson, H. L., Orosco, M. J., Lussier, C. M., Gerber, M. M., & Guzman-Orth, D. A. (2011). The influence of working memory and phonological processing on English language learner children’s bilingual reading and language acquisition. Journal of Educational Psychology, 103, 838–856.

    Article  Google Scholar 

  • Tafa, E., & Chlapana, E. (2007). Methodologikes prosegisis tis anagnosis istorion stis proscholikes taxis. I simvoli tous stin katanoisi tou kimenou apo ta pedia tis proscholikis ilikias [Storybook reading methodological approaches in preschool classrooms: Their contribution in text comprehension of preschool age children]. Εpistimes Agogis, 1/2007, 147–177.

  • Tsakris, P. (1970). I efiia ton ellinopedon tis scholikis ilikias (5–12 eton) [The intelligence of school-age Greek children (5–12 years old)]. Athens: Author.

    Google Scholar 

  • Uchikoshi, Y. (2014). Development of vocabulary in Spanish-speaking and Cantonese-speaking English language learners. Applied Psycholinguistics. doi:10.1017/S0142716412000264.

  • Walsh, B. A. (2009). Novel word learning of preschoolers enrolled in Head Start regular and bilingual classrooms: Impact of adult vocabulary noneliciting questions during shared storybook reading. Unpublished doctoral dissertation, Texas Woman’s University, Denton, Texas, USA.

  • Walsh, B. A., & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33, 273–278.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Crete, Rethymnon, Greece

    Elissavet Chlapana & Eufimia Tafa

Authors
  1. Elissavet Chlapana
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Eufimia Tafa
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Elissavet Chlapana.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chlapana, E., Tafa, E. Effective practices to enhance immigrant kindergarteners’ second language vocabulary learning through storybook reading. Read Writ 27, 1619–1640 (2014). https://doi.org/10.1007/s11145-014-9510-7

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11145-014-9510-7

Keywords

Search

Navigation