Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects

Abstract

Abstract A storybook intervention for kindergarten children that integrates principles of explicit vocabulary instruction within the shared storybook reading experience is described with findings from an experimental study demonstrating the effects of this intervention on the vocabulary development of kindergarten students at risk of reading difficulty. Results indicated that in comparison to students in the control group, students in the intervention with lower receptive vocabulary skills demonstrated greater gains in explicitly taught vocabulary than did students with higher receptive vocabulary. Findings suggest that the explicit teaching of word meanings within storybook readings may help to narrow, or at least halt, the widening vocabulary gap among students.