Supporting vocabulary development in a culturally/linguistically diverse family
Bibliographic Data
| ID | 21722232 |
|---|---|
| Authors | Ann Anderson (0009-0008-4045-1910, University of British Columbia), Ann M Anderson (0000-0002-4055-2518, University of British Columbia), Jim Anderson (0009-0007-4367-1065, University of British Columbia, corresponding author) |
| Year | 2023 |
| Volume | 23 |
| Issue | 3 |
| Pages | 427-444 |
| Publication date | 2023-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Early Childhood Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1468-7984 • E-ISSN: 1741-2919 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/1468798421995533 |
| OpenAlex | W3138141627 |
| Language | EN |
| References cited | 40 |
Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanings in two shared reading sessions. Results indicate the father enacted a number of strategies including: verbal explanations; providing verbal explanations and pointing to the relevant illustration; referencing the child’s previous experiences; and using demonstration and gesture. The findings challenge some of the assumptions about immigrant families and families living in “vulnerable” communities, as well as the role of fathers in young children’s language and literacy development
Daughter · Developmental psychology · Family literacy · Gesture · Home language · Immigration · Language acquisition · Language development · Linguistics · Literacy · Mathematics education · Pedagogy · Shared reading · Teaching method · Vocabulary · Vocabulary development · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Reading and Literacy Development
Multimodality
Multimodality
Toward a Social-Contextual Approach to Family Literacy
Early vocabulary development
Relations Among the Frequency of Shared Reading and 4-Year-Old Children's Vocabulary, Morphological and Syntax Comprehension, and Narrative Skills
Added Value of Dialogic Parent–Child Book Readings
The Effects of Vocabulary Intervention on Young Children’s Word Learning
Title unavailable
The Role of Tutoring in Problem Solving
The achievement and antecedents of labelling
Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7
Mother-child conversation during joint picture book reading in Japan and the USA
The benefits of family literacy provision for parents in England
ELL preschoolers’ English vocabulary acquisition from storybook reading
A book reading intervention with preschool children who have limited vocabularies
Vocabulary Acquisition from Listening to Stories
Home Storybook Reading in Primary or Second Language With Preschool Children
Maternal reading and teaching patterns
Accelerating language development through picture book reading
Accelerating language development through picture book reading
Reexamining the Verbal Environments of Children From Different Socioeconomic Backgrounds
Oral language and code-related precursors to reading
What no bedtime story means
| Citation velocity | historical |
|---|---|
| Highly cited | No |