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That's Right! Examining the Influence of Self-Regulation, Engagement, and Responsiveness on Preschoolers' Ability to Learn New Words from Stories
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That's Right! Examining the Influence of Self-Regulation, Engagement, and Responsiveness on Preschoolers' Ability to Learn New Words from Stories
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That's Right! Examining the Influence of Self-Regulation, Engagement, and Responsiveness on Preschoolers' Ability to Learn New Words from Stories
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Dissertation
That's Right! Examining the Influence of Self-Regulation, Engagement, and Responsiveness on Preschoolers' Ability to Learn New Words from Stories
2012
Overview
This study investigated the effect of engaging and responsive reading styles on vocabulary learning in children with varied levels of self-regulation skills. I hypothesized first that, overall, children would demonstrate the greatest learning gains in the most engaging reading conditions, and second that 4- and 5-year olds (N=60) with weak self-regulation skills would be more sensitive to the benefits of more engaging reading styles, as compared to their peers with stronger self-regulation skills. Results supported the second, but not the first hypothesis. Regression analyses predicting scores on a comprehension test and a definition test confirmed a significant interaction and a marginally significant interaction, respectively, between children's self-regulation skill level and reading condition. The effect of the more engaging reading conditions was greatest for children with weaker self-regulation skills.
Publisher
ProQuest Dissertations & Theses
Subject
ISBN
9781267798954, 1267798955
