Department of Hearing and Speech Sciences, University of Maryland, College Park.
J Speech Lang Hear Res. 2020 Mar 23;63(3):814-826. doi: 10.1044/2019_JSLHR-19-00189. Epub 2020 Mar 17.
Purpose Previous research shows that shared storybook reading interactions can function as effective speech and language interventions for young children, helping to improve a variety of skills-including word-learning. This study sought to investigate the potential benefits of elaboration of new words during a single storybook reading with preschoolers. Method Thirty-three typically developing children ages 35-37 months listened to a storybook containing novel words that were either repeated with a definition, repeated with no additional information, or only said once. Their receptive word-learning for these novel words was then evaluated via a preferential looking task. We analyzed children's correct looks to target pictures and compared looking behavior across the three levels of presentation. Results Results showed that preschoolers demonstrated successful receptive word-learning after a single storybook reading interaction with an adult when target words were repeated, either with or without elaboration. Within this context, elaboration was not required for preschoolers' receptive word-learning. Conclusions These results support the use of storybook reading with young children as a way to foster early receptive word-learning and highlight the importance of repeated exposure to novel material either with or without additional semantic information.
目的 先前的研究表明，共享绘本阅读互动可以作为幼儿有效的言语和语言干预措施，有助于提高各种技能，包括词汇学习。本研究旨在探讨在与学龄前儿童的单次绘本阅读中对新单词进行阐述的潜在益处。 方法 33 名发育正常的 35-37 个月大的儿童听了一本包含新单词的故事书，这些单词要么带有定义重复出现，要么没有额外信息重复出现，要么只出现一次。然后通过偏好注视任务评估他们对这些新单词的接受性词汇学习。我们分析了孩子们对目标图片的正确注视，并比较了三种呈现水平下的注视行为。 结果 结果表明，当目标单词重复出现时，无论是带有还是不带有阐述，学龄前儿童在与成人的单次绘本阅读互动后都能成功进行接受性词汇学习。在这种情况下，阐述对于学龄前儿童的接受性词汇学习并不是必需的。 结论 这些结果支持使用绘本阅读来促进幼儿早期的接受性词汇学习，并强调了重复接触新的单词材料的重要性，无论是带有还是不带有额外的语义信息。
