Increasing dual language learning chidren's vocabulary: learning from peers during shared book reading

Abstract

This multi-case study attempted to investigate how Dual Language Learning (DLL) children learn vocabulary words through shared book reading approached called dialogic reading. The study also examined potential peer-learning effects by comparing DLL children's acquisition of book-related vocabulary when books were read to them in a one-on-one setting vs. in a small group setting with Native English Speaking (NES) peers. Four DLL and 8 NES children participated and took pre-and post-Target Vocabulary Test (TVT) that were created to assess target words from selected books. I used a crossover design in which all of the DLL children received two weeks of book reading in a single condition (the DLL child and one adult) and two weeks of reading in a paired condition (the DLL child, two NES peers, and one adult). Results indicated that as a group, children showed significant pre-to-post gains on the TVT. DLL children showed slightly larger gains in the single condition compared to the paired condition. When children's book-reading interactions were considered, DLL and NES children showed similar rates of verbal and nonverbal behaviors except for proportions of unintelligible utterances and sentence completions. DLL children imitated more words than did NES children, whereas NES children were more likely to imitate sentences. Results suggest that one-on-one book reading may be more helpful for DLL children, at least in the initial stages of English language acquisition. Future research is needed to determine whether evidence of peer learning effects would be found if small group book reading sessions were designed to encourage DLL children to interact with their NES peers in addition to the adult reader.