دورية أكاديمية
The Relationship between Media Type and Vocabulary Learning in a Cross Age Peer-Learning Program for Linguistically Diverse Elementary School Students
| العنوان: | The Relationship between Media Type and Vocabulary Learning in a Cross Age Peer-Learning Program for Linguistically Diverse Elementary School Students |
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| اللغة: | English |
| المؤلفون: | Rebecca D. Silverman, Lauren Artzi, Daniel M. McNeish, Anna M. Hartranft, Melinda Martin-Beltran, Megan Peercy |
| المصدر: | Grantee Submission. 2019 56. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A110142 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Grade 4 Intermediate Grades |
| Descriptors: | Kindergarten, Grade 4, Printed Materials, Audiovisual Aids, Electronic Learning, Media Selection, Instructional Material Evaluation, English (Second Language), Vocabulary Development, Receptive Language, Expressive Language, Educational Technology |
| DOI: | 10.1016/j.cedpsych.2018.12.004 |
| تدمد: | 0361-476X |
| مستخلص: | The goal of the present study was to compare children's word learning through print text, video, and electronic text in the context of a cross-age peer-learning program implemented in linguistically diverse kindergarten and fourth grade classrooms that included English Learners (ELs) and their non-EL peers. Children were assessed at pre- and post-test on measures of receptive and expressive vocabulary knowledge. Findings showed effects of media type on word learning. Effects differed across grades (i.e., kindergarten and fourth grade, language background (i.e., non-EL and EL), and knowledge types (i.e., receptive and expressive). In kindergarten, results suggest that video may be more helpful than electronic texts for supporting receptive and expressive vocabulary, and video may be more helpful than both print and electronic texts for supporting the expressive vocabulary of ELs. In fourth grade, results suggest that video and electronic texts may be more helpful than print texts for supporting expressive vocabulary for non-ELs but not for ELs. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED646270 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0361-476X |
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| DOI: | 10.1016/j.cedpsych.2018.12.004 |