Learning vocabulary by Reading digital books: a comparative study
DOI:
https://doi.org/10.17058/signo.v49i96.19575Keywords:
Shared book reading, Vocabulary learning, Digital stories, Early childhood educationAbstract
Considering that preschool children are accessing technology at an increasingly early age, it is crucial to understand how digital stories can assist in vocabulary learning. The purpose of this study was to compare the effects of two interventions on word learning in preschool children: "Reading Without Questions", in which pre-recorded stories were presented on a notebook without additional interaction, and "Reading With Questions", featuring a post-reading dialogue with predefined questions posed by the researcher. Twelve children participated (37-59 months, eight girls). We employed an adapted quasi-experimental design with alternating treatments. Each participant was exposed to two digital books (one for each condition, four reading sessions per book), containing six unfamiliar target words, in individual sessions. Each target word was presented twice in each book. The assessment of target word learning involved naming tasks, matching-to-sample, and story retelling. The majority of participants showed improvement in all tasks across both conditions, but there was no evident superiority of one condition over the other. This suggests that adult mediation, involving general questions about the story, did not significantly enhance the learning of new words in the context studied. It is suggested that presenting digital stories, with specific arrangements in the presentation of new vocabulary, might be effective for teaching words , regardless of adult mediation.
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