Blewitt Pamela, Langan Ryan
Department of Psychology, Villanova University, Villanova, PA 19085, USA.
Department of Psychology, Villanova University, Villanova, PA 19085, USA.
J Exp Child Psychol. 2016 Oct;150:404-410. doi: 10.1016/j.jecp.2016.06.009. Epub 2016 Jul 1.
Shared book reading (SBR) is a valuable context for word learning during early childhood, and adults' extratextual talk boosts the vocabulary building potential of SBR. We propose that the benefits of such talk depend largely on a reader's success in promoting children's active engagement (attention and interest) during SBR. When readers ask children questions about new words, especially if they respond to children in a prompt, contingent, and appropriate (positive) manner, this verbal responsiveness functions as an effective engagement strategy. We randomly assigned 3- and 4-year-olds to three reading conditions (low, moderate, and high) distinguished by the degree to which the reader used extratextual engagement strategies, including verbal responsiveness. Despite equal exposure to unfamiliar target words, children's performance improved on two measures of word learning across the three conditions, demonstrating the value of engagement strategies in extratextual talk. This study provides a strong experimental demonstration that adult verbal responsiveness directly benefits preschoolers' word learning.
分享式阅读（SBR）是幼儿期词汇学习的一个重要情境，成人的文本外谈话提升了分享式阅读的词汇构建潜力。我们认为，这种谈话的益处很大程度上取决于读者在分享式阅读过程中促进儿童积极参与（注意力和兴趣）的成效。当读者就新单词向儿童提问时，尤其是如果他们以及时、有针对性且恰当（积极）的方式回应儿童，这种言语回应就起到了有效的参与策略的作用。我们将3岁和4岁的儿童随机分配到三种阅读条件下（低、中、高），这些条件根据读者使用文本外参与策略（包括言语回应）的程度来区分。尽管所有儿童接触不熟悉目标单词的机会均等，但在三种条件下，儿童在两项词汇学习指标上的表现均有所提高，这证明了文本外谈话中参与策略的价值。这项研究提供了有力的实验证明，成人的言语回应能直接促进学龄前儿童的词汇学习。
