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Shared Book Reading in Preschool Supports Bilingual Children’s Second‐Language Learning: A Cluster‐Randomized Trial
Author(s) -
Grøver Vibeke,
Rydland Veslemøy,
Gustafsson JanEric,
Snow Catherine E.
Publication year - 2020
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13348
Subject(s) - psychology , vocabulary , reading (process) , norwegian , vocabulary development , shared reading , language development , cluster randomised controlled trial , language acquisition , intervention (counseling) , grammar , variety (cybernetics) , developmental psychology , linguistics , mathematics education , teaching method , pedagogy , literacy , computer science , philosophy , artificial intelligence , psychiatry
This cluster‐randomized controlled study examined dual language learners (DLLs) in Norway who received a book‐based language intervention program. About 464 DLLs aged 3–5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first languages at home. They received a researcher‐developed intervention that was organized around loosely scripted, content‐rich shared reading in school and at home. Receiving the intervention had significant impacts on the children’s second‐language skills (effect sizes of d = .25–.66). In addition to supporting second‐language vocabulary and grammar, the program with its focus on perspective taking during shared reading resulted in impacts on children’s ability to shift perspectives and understand others’ emotional states.