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Parent Book Talk to Accelerate Spanish Content Vocabulary Knowledge
Author(s) -
PollardDurodola Sharolyn D.,
Gonzalez Jorge E.,
Satterfield Teresa,
Benki José R.,
Vaquero Juana,
Ungco Camille
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1615
Subject(s) - vocabulary , psychology , vocabulary development , reading (process) , content (measure theory) , socioeconomic status , pedagogy , bilingual education , content analysis , neuroscience of multilingualism , social studies , heritage language , mathematics education , teaching method , developmental psychology , linguistics , sociology , social science , mathematical analysis , philosophy , population , demography , mathematics , neuroscience
This article bridges research to practice by summarizing an interactive content‐enriched shared book reading approach that Spanish‐speaking parents of preschool‐age children can easily use in the home to accelerate content vocabulary knowledge in Spanish. The approach was implemented in preschool classrooms using a transitional bilingual education model in Central Texas and in a Saturday Spanish heritage language school in the Midwestern United States. Spanish‐speaking emergent bilingual children from both lower and higher socioeconomic status backgrounds learned content‐related vocabulary via parent–child discussions of Spanish storybooks and informational texts organized by compelling science and social studies themes and topics. The authors provide recommendations for how teachers can support Spanish‐speaking parents' ability to develop informal knowledge‐building experiences through home‐based interactive book discussions in Spanish.