Using story dictation to support young children's vocabulary development: Outcomes and process

Tanya CHRIST, X. Christine WANG, Ming Ming CHIU

Research output: Contribution to journalArticles

10 Citations (Scopus)

Abstract

Creating opportunities for children to apply newly learned vocabulary in meaningful contexts is an important aspect of supporting vocabulary development. However, previous research has not adequately examined how this can be accomplished in preschool classrooms. To address this issue, we explored using story dictation to support preschoolers' expressive vocabulary development. Thirteen children in a Head Start classroom were videotaped dictating a total of 38 stories. Scribed stories and videos of story dictation sessions were analyzed both qualitatively and quantitatively to examine the outcomes and process. Results indicated that children used and learned target vocabulary during story dictations, and that target word use increased in number and complexity over time. How the teacher supported story dictations and target word use is discussed. Copyright © 2010 Elsevier Inc.
Original languageEnglish
Pages (from-to)30-41
JournalEarly Childhood Research Quarterly
Volume26
Issue number1
DOIs
Publication statusPublished - 2011

Citation

Christ, T., & Wang, X. C., & Chiu, M. M. (2011). Using story dictation to support young children's vocabulary development: Outcomes and process. Early Childhood Research Quarterly, 26(1), 30-41.

Keywords

  • Vocabulary
  • Early childhood
  • Literacy

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