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Shared Book Reading in Preschool Supports Bilingual Children's Second-Language Learning: A Cluster-Randomized Trial

Artikel i vetenskaplig tidskrift
Författare V. Grover
V. Rydland
Jan-Eric Gustafsson
C. E. Snow
Publicerad i Child Development
Sidor 19
ISSN 0009-3920
Publiceringsår 2020
Publicerad vid Institutionen för pedagogik, kommunikation och lärande
Sidor 19
Språk en
Länkar dx.doi.org/10.1111/cdev.13348
Ämnesord mental state language, low-income, english learners, vocabulary, intervention, parent, teachers, diverse, conversations, perspective, Psychology
Ämneskategorier Pedagogik

Sammanfattning

This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher-developed intervention that was organized around loosely scripted, content-rich shared reading in school and at home. Receiving the intervention had significant impacts on the children's second-language skills (effect sizes of d = .25-.66). In addition to supporting second-language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children's ability to shift perspectives and understand others' emotional states.

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