The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education

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Abstract

Language ability plays a major role in children’s future development. In the present study, the effect of three interactive reading approaches on children’s language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4–6) from three early childhood education classrooms. Classrooms were assigned to one of three reading approaches: (1) traditional interactive reading, (2) interactive reading with focused attention, and (3) interactive reading using a mindmap. The hypothesis was that the effect of the mindmap approach would be greater than the effect of the other two reading approaches. Children’s productive vocabulary, receptive vocabulary, listening comprehension skills, and narrative skills were measured. Results indicated no differences between the effects of the three reading approaches. However, after the intervention period, children’s language ability was significantly improved. This indicates that different interactive reading approaches are beneficial for children’s language ability, even after a short intervention period of four weeks. Future large-scale, longitudinal research should follow-up on the present study in order to indicate whether the use of mindmaps during interactive reading is even more effective than other reading approaches.

Original languageEnglish
Pages (from-to)566-580
Number of pages15
JournalEuropean Early Childhood Education Research Journal
Volume27
Issue number4
Early online date27 Jun 2019
DOIs
Publication statusPublished - Jul 2019

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Aptitude
Reading
Language
childhood
Education
ability
language
education
Vocabulary
vocabulary
listening comprehension
classroom
narrative

Keywords

  • early childhood education
  • Interactive book reading
  • language ability
  • mindmap
  • vocabulary

Cite this

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title = "The effect of three interactive reading approaches on language ability: an exploratory study in early childhood education",
abstract = "Language ability plays a major role in children’s future development. In the present study, the effect of three interactive reading approaches on children’s language ability was investigated through a pre-posttest design. Participants were N = 73 children (aged 4–6) from three early childhood education classrooms. Classrooms were assigned to one of three reading approaches: (1) traditional interactive reading, (2) interactive reading with focused attention, and (3) interactive reading using a mindmap. The hypothesis was that the effect of the mindmap approach would be greater than the effect of the other two reading approaches. Children’s productive vocabulary, receptive vocabulary, listening comprehension skills, and narrative skills were measured. Results indicated no differences between the effects of the three reading approaches. However, after the intervention period, children’s language ability was significantly improved. This indicates that different interactive reading approaches are beneficial for children’s language ability, even after a short intervention period of four weeks. Future large-scale, longitudinal research should follow-up on the present study in order to indicate whether the use of mindmaps during interactive reading is even more effective than other reading approaches.",
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author = "{van der Wilt}, Femke and Inouk Boerma and {van Oers}, Bert and {van der Veen}, Chiel",
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