In a quasi-experimental study with a pre-posttest design we examined the effect of a mind mapping intervention on listening comprehension and vocabulary of preschoolers (aged 4-6) in the Netherlands. Two classes (n=39) participated in the study. In the intervention condition (n=17) the teacher applied repeated interactive book reading, accompanied with co-constructing a visual representation of the story in the form of a mind map. In the comparison condition (n=22) interactive joint book reading was applied. Results showed significant positive effects of mind mapping on both vocabulary F(1,36) = 18.70, p < .001 and listening comprehension F(1,36) = 5.88, p = .02, compared to the comparison condition. Hence, mind mapping seems a promising approach to improve preschoolers’ listening comprehension and vocabulary. This is an important finding, as listening comprehension and vocabulary are essential for the development of future reading skills and reading comprehension. Furthermore, adequate language skills are a necessity to be able to participate fully in today’s society.
|Publication status||Published - 1 Sep 2017|
|Event||European Association for Research on Learning and Instruction - Tampere, Finland|
Duration: 29 Aug 2017 → 2 Sep 2017
|Conference||European Association for Research on Learning and Instruction|
|Period||29/08/17 → 2/09/17|
Koster, M. P., van der Wilt, F. M., van Kruistum, C. J., & van der Veen, C. (2017). The effect of mind mapping on listening comprehension and vocabulary in early childhood education. Paper presented at European Association for Research on Learning and Instruction, Tampere, Finland.