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Preschool English Language Learners' Vocabulary Acquisition Through Multimedia Storybook Reading
PROCEEDINGS

, Purdue University, United States

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study investigated the effect of multimedia storybook reading on the vocabulary acquisition of preschool English Language Learners (ELLs). Sixteen preschoolers of 3-5 years old participated in the 4-week experiment. They were assigned to two groups with a paired grouping method based on their performance in the PPVT-4 pretest. The participants in the multimedia group interacted with two multimedia stories individually with an adult’s assistance, while the participants in the printed-text group listened to the same stories read by an adult from the printed-text storybooks. After the experiment, a target vocabulary test was given to compare the effects of these two types of storybook reading on ELL children’s vocabulary acquisition. The results from the posttest didn’t show significant difference in effect between these two treatments but findings from this study directed us to further explore the mechanism of multimedia storybook reading.

Citation

Zhou, N. (2012). Preschool English Language Learners' Vocabulary Acquisition Through Multimedia Storybook Reading. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1847-1854). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 20, 2019 from .

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