Preschoolers’ Word Learning And Story Comprehension During Shared Book Reading (review of article 50th)

Preschoolers’ Word Learning And Story Comprehension During Shared Book Reading

Giving instructions on picture book vocabulary is an effective way to support the word learning of preschoolers. Often instructions occur when a book is read, but this can increase the cognitive load compared with giving vocabulary instructions before or after the book is read.If the instructions given during the story increase the cognitive load, children may be more dependent on additional cognitive abilities to successfully learn the words and understand the storyline. Instruction is given either during or before / after (beyond) the story. The children then tested their ability to identify nameless items, gave generalizations to unusual examples, and understood the story. Word learning and story comprehension are above chance and similar in and out of condition. The memory skill is a predictor of the learning word that is stronger under internal conditions than outside conditions. These results suggest that interactive vocabulary instruction during the story can provide more demands on the cognitive source of preschoolers and may not be equally appropriate for all children.

Annisa Masnasuri Kesai

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