Book readings are
widely recognized in the field as an important vehicle for developing
vocabulary in young children. A systematic review of their research, which aims
to uncover what they know about conditions and strategies that lead to helping
children learn words, shows that smoother book reading analysis will help guide
parents and teachers who want to know what, in particular, do with children in
order to improve vocabulary learning. This work also highlights the need for
additional research to answer some critical questions about what parents and
teachers should do during reading to improve the vocabulary of children.
Specifically, they found that children learn a bit from the number of words
they test after the test, even when the treatment lasts for several months. This
review identifies the remaining vital questions about how to optimize
vocabulary learning through book readings that require systematic inquiry to
inform effective practices.
Annisa Masnasuri Kesai
16611069
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