UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :article
Subject :LB Theory and practice of education
ISSN :2289-3156
Main Author :Omar Ainon,
Title :Read-aloud technique to enhance pre-school children’s vocabulary in a rural school in Malaysia (IR)
Place of Production :Universiti Pendidikan Sultan Idris
Year of Publication :2016

Abstract :
Vocabulary knowledge and acquisition plays an important role in learning a second language as well as developing children’s literacy skills. The effectiveness of the read-aloud technique to increase children’s vocabulary knowledge and construction of meaning has been widely studied. Teachers need to employ effective instructional strategies to foster growth in vocabulary learning among pre-school children during the read-aloud sessions. Given this, this study has identified the vocabulary strategies that a teacher employed during her read-aloud sessions with her pre-school children in a rural school in Malaysia. A pre-school teacher from a pre-school situated in a rural area participated in this study. Qualitative research methods were used whereby primary data was obtained through observations and field notes while secondary data was obtained through interviews with teachers. Findings revealed that the pre-school teacher utilized four vocabulary strategies proposed by Beck, McKeown and Kucan (2002) as well as the children’s L1 which is Malay language to explain meanings of words during storybook read-aloud sessions.

References

1. Anderson, N. A. (2002). Elementary children’s literature: The basics for teachers and parents. Boston, MA: Allyn & Bacon. 2. Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal,41(4), 241– 247. 3. Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. Reading Teacher, 55, 10-20. 4. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford Press. 5. Booth, D., & Barton, B. (2000). Story works: How teachers can use shared stories in the new curriculum. Toronto, Ontario, Canada: Pembroke. 6. Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers’ reading-aloud styles on vocabulary acquisition and comprehension of students in early elementary grades. Journal of Educational Psychology, 94, 465-473. 7. Chomsky, C. (1972). Stages in language development and reading exposure. Harvard Educational Revi Collins, M. F. (2005). ESL preschoolers’ English vocabulary acquisition from storybook reading. Reading Research Quarterly, 40(4), 406-408. 8. Curriculum Development Center. (2001). Kurikulum pra-sekolah kebangsaan [National preschool curriculum]. Kuala Lumpur, Malaysia: Dewan Bahasa dan Pustaka. 9. Elley, W. B. (2005). In praise of incidental learning. Retrieved from http://cela.albany .edu/reports/inpraise/inpraise.pdf. 10. Ellis, R. (1985). Understanding second language acquisition. Oxford: Pergamon. 11. Gordon, T. (2007). Teaching young children a second language. Westport, CT: Praeger. 12. Hahn, M. C. (2002). Reconsidering read-aloud. Portland, ME: Stenhouse. 13. Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. Reading Teacher, 57, 720-730. 14. Holden, W. R. I. (2003). Student attitudes toward graded reading: A preliminary investigation. Bulletin of Hokuriku University, 27, 145-158. 15. Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32, 157-163. doi:1082-3301/04 /1200-0157/0. 16. Kaderavek, J., & Justice, L. M. (2002). Shared storybook reading as an intervention context: Practices and potential pitfalls. American Journal of Speech-Language Pathology, 11, 395-405. 17. Krashen, S. D. (1981). Second language acquisition and second language learning. New York, NY: Pergamon Press. 18. Krashen, S. D. (1982). Principles and practice in second language acquisition. Englewood Cliffs, NJ: Prentice Hall. 19. Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York, NY: Longman. 20. Laminack, L. L., & Wadsworth, R. M. (2006). Learning under the influence of language and literature: Making the most of read-alouds across the day. Portsmouth, NH: Heinemann. 21. Lane, H. B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. Reading Teacher, 60, 668-675. doi:10.1598/RT.60.7.7. 22. Meller, W. B., Richardson, D., & Hatch, J. A. (2009). Using Read-Alouds with Critical Literacy Literature in K-3 Classrooms. Young Children, 64, 76-78. 23. Meyer, L. A., & Wardrop, J. L. (1994). Effects of reading storybooks aloud to children. Journal of Educational Research, 88, 69-86. 24. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. 25. McGee, L. M., & Schickedanz, T. (2007). Repeated interactive read-alouds in preschool and kindergarten. Reading Teacher, 60, 742-751. doi:10.1598/RT.60.8.4. 26. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—reports of the subgroups. Rockville, MD: National Institute of Child Health & Human Development. 27. Purcell-Gates, V., McIntyre, E., & Freppon, P. A. (1995). Learning written storybook language in school: A comparison of low-SES children in skills-based and whole language classrooms. American Educational Research Journal, 32, 659-685. 28. Ramachandran, S. D., & Rahim, H. A. (2004). Meaning recall and retention: The impact of the translation method on elementary level learners’ vocabulary learning. RELC journal, 35(2), 161-178. http://dx.doi.org/10.1177/003368820403500205. 29. Santoro, L. E., Chard, D. J., Howard, I., & Baker, S. K. (2008). Making the very most of classroom readalouds to promote comprehension and vocabulary. Reading Teacher, 61, 396-413. doi:10.1958/RT.61.5.4. 30. Sipe, L. R. (2008). Story time: Young children’s literary understanding in the classroom. New York, NY: Teachers College Press. 31. Stahl, S. A. (2003). What do we expect storybook reading to do? How storybook reading impacts word recognition. In A. Van Kleeck & E. B. Bauer (Eds.), On reading books to children: Parents and teachers (pp. 80-94). Mahwah, NJ: Erlbaum. 32. Swan, M. (1997). The influence of the mother tongue on second language vocabulary acquisition and use. In Vocabulary Description, Acquisition and Pedagogy. New York: Cambridge University Press. 33. Trelease, J. (2001). The new read-aloud handbook. New York, NY: Penguin. 34. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 35. Walsh, B. A., & Blewitt, P. (2006). The effect of questioning style during storybook reading on novel vocabulary acquisition of preschoolers. Early Childhood Education Journal, 33, 11-15. doi:10.1007/SI0643-005-0052-0. 36. Whitehurst, G. J., Arnold, D. S., Epstein, J. N., & Angell, A. L. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30, 679-689.


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries, kindly contact us at pustakasys@upsi.edu.my or 016-3630263. Office hours only.