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Storybooks: An Efficacy Study With At-Risk Kindergartners

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Learning New Words From Storybooks: An Efficacy Study With At-Risk Kindergartners by Laura M. Justice, Joanne Meier and Sharon Walpole set out to evaluate the effectiveness of implementing storybook reading activities to at risk kindergarten children who are in low socioeconomic status communities. The study examined the ability to learn new words from reading the same books over a period of 10 weeks and whether elaboration versus non-elaboration of specific words in context would influence the accusation of vocabulary. This is relevant to reading as vocabulary acquisition is a strong predictor for future reading performance. The study several references research articles in which deficits in vocabulary suggested potential future reading problems. Given this idea, the study aimed to identify means in which to enhance low SES children's vocabulary in order to potentially encourage future reading development.
The rationale behind this study has several factors that provide justification for this research. Firstly, most research had been done on children
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The teacher would first select an age appropriate storybook, such as “Cloudy with a Chance of Meatballs”. This book is complete with detailed pictures to capture the classrooms attention, provide visual aid and has a number of vocabulary words that can be elaborated on.. The teacher would then select a group of target words to focus on, using elaboration on these selected words to enhance the understanding of a given target word. For example, In the book “Cloudy with a Chance of Meatballs” target words could include ‘prepared’, ‘damaged’ and ‘emptied’. The story would be read to the class and the target words would be elaborated on. An example of this would be, when the teacher arrived at the word ‘prepared’, he/she could say, “Prepared, this is when you gather important things together so that you have them when you need
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