Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial

Grover, V. (författare)

Rydland, V. (författare)

Gustafsson, Jan-Eric, 1949 (författare): Gothenburg University,Göteborgs universitet,Institutionen för pedagogik och specialpedagogik,Department of Education and Special Education

Snow, C. E. (författare)

(creator_code:org_t)

2020-01-14
2020
Engelska.
Ingår i: Child Development. - : Wiley. - 0009-3920 .- 1467-8624. ; 91:6, s. 2192-2210

Relaterad länk:: https://srcd.onlinel...; visa fler...; https://gup.ub.gu.se...; https://doi.org/10.1...; visa färre...

Abstract Ämnesord

Stäng

This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = .25-.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states.

Av författaren/redakt...: Grover, V.; Rydland, V.; Gustafsson, Jan- ...; Snow, C. E.

Om ämnet

SAMHÄLLSVETENSKAP: SAMHÄLLSVETENSKA ...; och Utbildningsveten ...; och Pedagogik

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