Wederzijdse beïnvloeding van fonologisch bewustzijn en woordenschat bij het voorlezen van digitale prentenboeken

Current research has looked into the effects of ePrent&ABC, an intervention for stimulating early literacy of kindergarteners. The current study had two goals: 1) to investigate the reciprocal relationship of phonological awareness (PA) and vocabulary; 2) to profile children who develop vocabulary slower than their peers (low achievers). Participants were 81 kindergarteners from six different groups (Mage = 5.26 years, SD = 0.62). Pre-tests were administered for story-based vocabulary, general vocabulary, PA and executive functioning (EF) and observations were performed for children’s active participation in class. The intervention consisted of a control condition and three conditions in which digital storybooks were read to the children. During all conditions teachers read storybooks of which the prints and an animated version were shown on digiboards. In condition A storybooks were read in a non-dialogic manner; in condition B dialogic reading and semantic consolidation of target...Show moreCurrent research has looked into the effects of ePrent&ABC, an intervention for stimulating early literacy of kindergarteners. The current study had two goals: 1) to investigate the reciprocal relationship of phonological awareness (PA) and vocabulary; 2) to profile children who develop vocabulary slower than their peers (low achievers). Participants were 81 kindergarteners from six different groups (Mage = 5.26 years, SD = 0.62). Pre-tests were administered for story-based vocabulary, general vocabulary, PA and executive functioning (EF) and observations were performed for children’s active participation in class. The intervention consisted of a control condition and three conditions in which digital storybooks were read to the children. During all conditions teachers read storybooks of which the prints and an animated version were shown on digiboards. In condition A storybooks were read in a non-dialogic manner; in condition B dialogic reading and semantic consolidation of target words were added; and in condition C phonological consolidation was added to dialogic reading with semantic consolidation. After each condition, story-based vocabulary was post tested. A within-subjects design was implemented, meaning that all participants took part in each condition. Low achievers were selected after condition A and during condition B and C they received individual differentiation. Results indicated that ePrent&ABC effectively improved vocabulary compared to pre-tests, especially during condition B. The story-based vocabulary of low achievers improved significantly after individual differentiation; afterwards, their results were not significantly different from their peers’. A better developed PA influenced the growth in vocabulary. Reversed, there appeared to be no effect of vocabulary on PA, indicating that explicit instruction may be necessary for developing PA. Lastly, a model with predictors EF and active participation, significantly predicted growth in story-based vocabulary. Separately, both EF and participation were non-significant predictors. Schools are recommended to incorporate ePrent&ABC into their curriculum.Show less

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Wederzijdse beïnvloeding van fonologisch bewustzijn en woordenschat bij het voorlezen van digitale prentenboeken