Impact of storybook reading on second language vocabulary Ana I. Schwartz UTEP

Impact of storybook reading on Impact of storybook reading on second language vocabularysecond language vocabulary

Ana I. Schwartz Ana I. Schwartz UTEPUTEP

OverviewOverview

What the research saysWhat the research says What is missing from the researchWhat is missing from the research The pilot studyThe pilot study Future directionsFuture directions

Oral storybook exposure and Oral storybook exposure and vocabulary acquisitionvocabulary acquisition In generalIn general

– Storybook exposure => increased vocabularyStorybook exposure => increased vocabulary How specifically is this link supported?How specifically is this link supported? Is it true for all populations of children?Is it true for all populations of children?

– Low/High SES?Low/High SES?– At risk?At risk?

Unpacking the linkUnpacking the link

How storybook is deliveredHow storybook is delivered– Number of exposures to target wordNumber of exposures to target word– Type of interactionType of interaction– Explicit instruction vs. incidental learningExplicit instruction vs. incidental learning

How story is deliveredHow story is delivered

Number of exposuresNumber of exposures– Repetition is necessaryRepetition is necessary

For completely novel wordsFor completely novel words (e.g., Justice, Meier, Walpole, 2005; Leungy, 1992; S(e.g., Justice, Meier, Walpole, 2005; Leungy, 1992; Séénnééchal, 1997chal, 1997

– At least 2-3At least 2-3 Biggest gains observed from 2Biggest gains observed from 2ndnd to 3 to 3rdrd readings readings (e.g., (e.g.,

Eller, Pappas, & Brown, 1988)Eller, Pappas, & Brown, 1988)

– Remaining issuesRemaining issues What about familiar words? What if goal is to What about familiar words? What if goal is to

increase use of word?increase use of word?


Type of interactionType of interaction– Greater interaction => better learningGreater interaction => better learning

Open ended questionsOpen ended questions Re-tellingsRe-tellings Re-phrasingsRe-phrasings ““Dialogic reading”Dialogic reading”


Type of interactionType of interaction– Diaologic reading (Grover Whitehurst)Diaologic reading (Grover Whitehurst)

Evocative techniquesEvocative techniques– What questionsWhat questions– Evoke a responseEvoke a response

FeedbackFeedback– ExpansionsExpansions– Corrective modelingCorrective modeling

Progressive changeProgressive change– Adapting to child’s abilitiesAdapting to child’s abilities


Explicit instruction vs. incidental learningExplicit instruction vs. incidental learning

– Explicit instructionExplicit instruction Beneficial for lower vocabulariesBeneficial for lower vocabularies

– An extra boostAn extra boost(Coyne, Simmons, Kame’enui, & Stoolmiller, 2004: Senechal, Thomas, & Monker, 1995)(Coyne, Simmons, Kame’enui, & Stoolmiller, 2004: Senechal, Thomas, & Monker, 1995)

– Incidental learningIncidental learning Words can also be acquired w/o explicit Words can also be acquired w/o explicit

direction direction (e.g, Eller, Pappas, & Brown, 1988; Leung & Pikulski, 1990)(e.g, Eller, Pappas, & Brown, 1988; Leung & Pikulski, 1990)

Are there benefits for all Are there benefits for all populations?populations?

Children at risk?Children at risk?– YesYes– Children at risk can make greatest gainsChildren at risk can make greatest gains

Elaborated words in storybook tellingElaborated words in storybook telling(Justice, Meier, & Walpole, 2005)(Justice, Meier, & Walpole, 2005)

Explicitly taught words in storybook tellingExplicitly taught words in storybook telling(Coyne, Simmons, Kame’enui, & Stoolmiller, 2004)(Coyne, Simmons, Kame’enui, & Stoolmiller, 2004)

What about non-native What about non-native speakers?speakers?

Currently NO published research!!Currently NO published research!!– Looking specifically at storybook exposure and Looking specifically at storybook exposure and

vocabulary gainsvocabulary gains– Exception:Exception:

Recent dissertation by Collins (2005)Recent dissertation by Collins (2005)

Collins 2005Collins 2005

Portuguese-English preschoolersPortuguese-English preschoolers Heard 8 books; three timesHeard 8 books; three times

– ExperimentalExperimental Rich explanationRich explanation Discussion questionsDiscussion questions

– ControlControl

Collins 2005Collins 2005

ResultsResults– Target vocabulary accounted by:Target vocabulary accounted by:

TreatmentTreatment Home reading practicesHome reading practices L2 receptive skillL2 receptive skill Reading comprehensionReading comprehension

Present pilot studyPresent pilot study

ImpetusImpetus– Lack of researchLack of research– Role of incidental learning?Role of incidental learning?– Possibility of more immediate effects?Possibility of more immediate effects?– Role of type of text?Role of type of text?– Look at use of a word as well as acquisitionLook at use of a word as well as acquisition


DesignDesign– Independent variableIndependent variable

Text formatText format

– ProseProse

– RhymeRhyme

Word familiarityWord familiarity

– FamiliarFamiliar

– Completely novelCompletely novel


MaterialsMaterials– Two storybooksTwo storybooks

One featuring a “moon”One featuring a “moon” One featuring a “seal”One featuring a “seal”

– Invented textInvented text Two versions for each storybookTwo versions for each storybook

– ProseProse– RhymeRhyme

– Picture arraysPicture arrays


MaterialsMaterials

– Invented textInvented text Controlled forControlled for

– Number of occurrences of target word (n = 4)Number of occurrences of target word (n = 4)

– Overall number of phrasesOverall number of phrases

– Number of phrases in between mention of target Number of phrases in between mention of target wordword


MaterialsMaterials

– Invented textInvented text RhymeRhyme

– Target always at end of phraseTarget always at end of phrase

– Always rhymes with adjacent phraseAlways rhymes with adjacent phrase ProseProse

– Target never at end of phraseTarget never at end of phrase

– No rhymingNo rhyming


MaterialsMaterials

– Example of rhymeExample of rhyme

Look Look!// In the water a seal!Look Look!// In the water a seal!

He swims and swims// with so much zeal!He swims and swims// with so much zeal!

From the crowd// he attracts much appeal.From the crowd// he attracts much appeal.

He’s so smart//look at what he can doHe’s so smart//look at what he can do

He’ll jump through hoops// and play with a ball tooHe’ll jump through hoops// and play with a ball too

Throw him some fish/he’ll jump through one hoop, maybe two!Throw him some fish/he’ll jump through one hoop, maybe two!


MaterialsMaterials– Example of proseExample of prose

At the zoo Marco saw a At the zoo Marco saw a sealseal performing amazing tricks in the water. performing amazing tricks in the water.He balanced on a big beach ball and the trainer gave him a fish.He balanced on a big beach ball and the trainer gave him a fish.He clapped his big fins together and made loud squeal noises.He clapped his big fins together and made loud squeal noises.

He also wobbled from side to side as he danced around.He also wobbled from side to side as he danced around. Marco laughed out loud when he saw him balance a ball on his nose.Marco laughed out loud when he saw him balance a ball on his nose.Not only could he balance the ball, he could toss it to the trainer!Not only could he balance the ball, he could toss it to the trainer!


MaterialsMaterials

– Picture arraysPicture arrays Picture of target wordPicture of target word Picture of word from text, non-target, not repeatedPicture of word from text, non-target, not repeated Pictures of 4 other, non-presented wordsPictures of 4 other, non-presented words

Example picture arraysExample picture arrays


ParticipantsParticipants– Spanish-English preschoolers (N=43)Spanish-English preschoolers (N=43)

Age range: 3 ½ - 5 years of ageAge range: 3 ½ - 5 years of age All with Spanish spoken in the homeAll with Spanish spoken in the home

– 2 participants with low-no proficiency in 2 participants with low-no proficiency in English (not included in analyses)English (not included in analyses)


ProcedureProcedure– Two sessions (one month apart)Two sessions (one month apart)

11stst: Target word = Moon: Target word = Moon 22ndnd: Target word = Seal: Target word = Seal


Session procedureSession procedure– (1) Storybook read by experimenter(1) Storybook read by experimenter– (2) Individual testing sessions(2) Individual testing sessions

Research assistant meets with one child at a timeResearch assistant meets with one child at a time Presents child with an array of picturesPresents child with an array of pictures ““What do you see here?” What do you see here?” Responses audio recorded and written down on Responses audio recorded and written down on

paperpaper


Results: Session 1 (Moon)Results: Session 1 (Moon)– Data from 18 students (7 prose; 11 rhyme)Data from 18 students (7 prose; 11 rhyme)– Response scoringResponse scoring

Range 9- 1Range 9- 1

– 9 : says word first and repeats it9 : says word first and repeats it

– 8: says word first8: says word first

– 7: says word second7: says word second

– Etc…Etc…

Session 1 resultsSession 1 results

M e d ia n r e s p o n s e s c o r e o f t a r g e t o r c o n t r o l w o r d r e s p o n s e s

0

1

2

3

4

5

6

p r o s e r h y m eC o n d i t io n ( s t o r y t y p e )

Me

dia

n s

co

re

t a r g e t

in - t e x t c o n t r o l

Session 2Session 2

– Data from 18 students (13 prose; 17 rhyme)Data from 18 students (13 prose; 17 rhyme)

Session 2 resultsSession 2 results

M e d ia n r e s p o n s e s c o r e o f t a r g e t o r c o n t r o l w o r d r e s p o n s e s

0

1

2

3

4

5

6

p r o s e r h y m e

C o n d i t i o n ( s t o r y t y p e )

Me

dia

n s

co

re

t a r g e t

in - t e x tc o n t r o l

DiscussionDiscussion

Familiar wordsFamiliar words– Rhyme boosts spontaneous usageRhyme boosts spontaneous usage

Unfamiliar wordsUnfamiliar words– May benefit more from proseMay benefit more from prose– Provides more explicit description of meaningProvides more explicit description of meaning– Need more repetitionsNeed more repetitions

Documents

Impact of storybook reading on second language vocabulary Ana I. Schwartz UTEP