Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 2 |
Descriptor
Author
| Chiu, Ming Ming | 1 |
| Christ, Tanya | 1 |
| Lenhard, Wolfgang | 1 |
| Lenhart, Jan | 1 |
| Suggate, Sebastian | 1 |
| Vaahtoranta, Enni | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Kindergarten | 2 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkChrist, Tanya; Chiu, Ming Ming – Early Education and Development, 2018
Research Findings: Children learn most of their vocabulary incidentally, by hearing words used in their environment. This study explored which kinds of presentations of words, without any direct instruction, yielded greater depth of target word knowledge. Changes in 56 kindergartners' depth of knowledge for each of 23 novel target words (N =…
Descriptors: Vocabulary, Novelty (Stimulus Dimension), Incidental Learning, Kindergarten
Lenhart, Jan; Lenhard, Wolfgang; Vaahtoranta, Enni; Suggate, Sebastian – Educational Psychology, 2018
Shared-book reading is a well-established intervention to foster vocabulary development. Factors influencing its effectiveness are, however, less well studied, particularly with regard to story-delivery. We contrasted a read-aloud with a free storytelling approach and tested effects on vocabulary learning. In the first study, 83 preschoolers aged…
Descriptors: Incidental Learning, Vocabulary Development, Language Acquisition, Listening
