How do reading and listening to stories facilitate vocabulary acquisition?
Reading and listening to stories foster vocabulary development (Elley, 1989; Nagy, Anderson, & Herman, 1987; Wilkinson & Houston-Price, 2013). Studies of single word learning in literate children suggest that new words are more likely to be learnt when both their oral and written forms are provided, compared to when only one form is given (Ricketts, Bishop, & Nation, 2009). This thesis explores childrenâs learning of phonological, orthographic and semantic information about words encountered in a story context, comparing performance in different story presentation modalities. Specifically, Year 4 children were exposed to new words embedded within stories in three possible conditions: listening (Studies 1 & 2), reading (Studies 2 & 3), and simultaneous listening and reading (âcombined conditionâ - Studies 1, 2 & 3). Children learnt the orthographic forms of the words only when exposed to them (reading & combined conditions), but showed reliable semantic and phonological learning in all conditions. Children showed similar phonological learning in all conditions, demonstrating that phonology is automatically generated from orthography. In contrast, some measures revealed better semantic learning in the
Valentini, Alessandra
How do reading and listening to stories facilitate vocabulary acquisition?. Reading and listening to stories foster vocabulary development (Elley, 1989; Nagy, Anderson, & Herman, 1987; Wilkinson & Houston-Price, 2013). Studies of single word learning in literate children suggest that new words are more likely to be learnt when both their oral and written forms are provided, compared to when only one form is given (Ricketts, Bishop, & Nation, 2009). This thesis explores childrenâs learning of phonological, orthographic and semantic information about words encountered in a story context, comparing performance in different story presentation modalities. Specifically, Year 4 children were exposed to new words embedded within stories in three possible conditions: listening (Studies 1 & 2), reading (Studies 2 & 3), and simultaneous listening and reading (âcombined conditionâ - Studies 1, 2 & 3). Children learnt the orthographic forms of the words only when exposed to them (reading & combined conditions), but showed reliable semantic and phonological learning in all conditions. Children showed similar phonological learning in all conditions, demonstrating that phonology is automatically generated from orthography. In contrast, some measures revealed better semantic learning in the
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