Preschoolers' Acquisition of Scientific Vocabulary Through Repeated Read-Aloud Events, Retellings, and Hands-On Science Activities

Abstract

Abstract This study explored 3- and 4-year-old children's development of scientific vocabulary from participation in repeated interactive read-aloud events and retellings of three informational picture books about light and color, followed by hands-on science activities. Thirty-two children attending a YWCA preschool were matched by age and general vocabulary knowledge and randomly assigned to a retelling or no retelling condition. Repeated measures ANOVA of pretest and posttest scores on a free recall target vocabulary test revealed significantly higher scores for 4-year-olds, those with higher vocabulary knowledge, and those who retold the books. Children used significantly more target words across the three retellings. Acknowledgement This research was supported in part by a grant to Cynthia B. Leung, P.I., and Barnali Dixon, Co-P.I., from the Juvenile Welfare Board of Pinellas County, Florida, through the University of South Florida Collaborative for Children, Families and Communities. Notes aPosttest after the third read-aloud book. bPosttest after the hands-on science activities.