A social validity measure was used to examine 56 bilingual preschool teachers’ perceptions and acceptability of an interactive shared book reading vocabulary intervention implemented in English with Spanish-speaking preschool children (N = 334) in a dual language program model. Social validity outcomes indicated that bilingual teachers believed the shared book reading vocabulary approach was effective and could be feasibly managed to expand preschool dual language learners’ (DLLs) content vocabulary knowledge by building deep knowledge networks around the worlds of science and social studies even as students’ English abilities were still developing. Researchers also found a significant positive association between teachers’ social validity outcomes and DLLs’ English vocabulary outcomes of taught words, warranting further research in this area. (author abstract)
The social validity of content enriched shared book reading vocabulary instruction and preschool DLLs’ language outcomes
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s)/Territories/Tribal Nation(s):
Texas
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals
Reports & Papers
The effects of a science and social studies content rich shared reading intervention on the vocabulary learning of preschool dual language learners
Reports & Papers
Accelerating preschoolers' content vocabulary: Designing a shared book intervention in collaboration with teachers
Reports & Papers