Accelerating Preschoolers’ Content Vocabulary and World Knowledge: Collaboration Between Teachers and Researchers

Authors

  • Sharolyn Pollard Durodola University of Denver Morgridge College of Education Child, Family, School Psychology
  • Jorge E. Gonzalez Texas A&M University
  • Deborah C. Simmons Texas A&M University

DOI:

https://doi.org/10.55370/hsdialog.v17i3.289

Keywords:

vocabulary, shared book reading intervention

Abstract

The purpose of this three-year investigation was to develop an 18-week shared book reading intervention guided by teacher feedback on instructional practices, including the design and delivery features from the shared book reading and vocabulary research that could be effectively implemented by preschool teachers to accelerate children's content vocabulary knowledge. The results of this study bridge research to practice by contributing to the theoretical understanding of the feasibility of instructional practices that intensify typical shared book reading practices.

Author Biographies

Sharolyn Pollard Durodola, University of Denver Morgridge College of Education Child, Family, School Psychology

Dr. Durodola is the Morgridge Endowed Associate Professor in Literacy in the Child, Family, School Psychology program at the University of Denver. Her  scholarship attends to the prevention and intervention of language and literacy difficulties (Spanish/English) among students with identified disabilities or at risk of later academic difficulties. Central to her scholarship is an interest in developing intervention curricula that build on validated instructional design principles, evaluating their impact on the language and reading development of struggling readers (Spanish/English), and investigating how to improve the teaching quality of language/literacy practices of teachers of young English language learners (ELLs) and non-ELLs who are at risk for reading difficulties. She has received grants from the Institute of Education Sciences and the Mexican American and U. S. Latino Research Center (Texas A&M University).

Jorge E. Gonzalez, Texas A&M University

Dr. Jorge E. Gonzalez is an Associate Professor in the School Psychology program, Department of Educational Psychology, College of Education and Human Development at Texas A&M University. Funded by the U.S. Department of Education, his works focus on the causes and correlates of early language and literacy difficulties in young children with a focus on adult-child interactive reading in the context of dual language learners. His scholarship addresses inquiries relevant to children's home literacy environment (HLE), the effects of teacher talk around shared reading, longitudinal effects of evidence based shared reading interventions, and investigating the heterogeneous nature of language and literacy subtypes of at-risk children.

Deborah C. Simmons, Texas A&M University

Dr. Simmons is a Professor of Educational Psychology in the College of Education and Human Development at Texas A&M University. Her professional career began as a speech/language specialist in public schools in Tennessee where she experienced the importance of vocabulary and language development among the children she taught. Following her career in public schools, she earned her doctorate in reading and served on the faculties of Bowling Green State University, Vanderbilt University, and the University of Oregon. Since joining the faculty at Texas A&M University in 2004, she has directed or co-directed research grants from the Institute of Education Sciences, U.S. Department of Education that have developed and evaluated interventions to improve language and literacy outcomes for students with or at risk of academic difficulties.

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Published

2014-11-12

Issue

Vol. 17 No. 3

Section

Research-to-Practice Summaries

License

Copyright © by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).