TY - JOUR
T1 - The relationship between media type and vocabulary learning in a cross age peer-learning program for linguistically diverse elementary school students
AU - Silverman, Rebecca D.
AU - Artzi, Lauren
AU - McNeish, Daniel
AU - Hartranft, Anna M.
AU - Martin-Beltran, Melinda
AU - Peercy, Megan
N1 - Publisher Copyright:
© 2018 Elsevier Inc.
PY - 2019/1
Y1 - 2019/1
N2 - 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.
AB - 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.
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U2 - 10.1016/j.cedpsych.2018.12.004
DO - 10.1016/j.cedpsych.2018.12.004
M3 - Article
AN - SCOPUS:85059036267
SN - 0361-476X
VL - 56
SP - 106
EP - 116
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
ER -