Date of Award

7-16-2015

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Mary Renck Jalongo, Ph.D.

Second Advisor

Beatrice Fennimore, Ed.D.

Third Advisor

Kelli Paquette, Ed.D.

Abstract

Interactive storybook reading is a component of literacy instruction that offers children the opportunity to talk about the story before, during, and after the reading (Justice et al., 2005; McGee & Schickendanz, 2007; Sipe, 2000). The focus is on students understanding the story and vocabulary throughout the analytic talk. Research demonstrates that high quality conversations with teachers and peers can enhance vocabulary development (Gest, Holland-Coviello, Welsh, Eicher-Catt, & Gill, 2006; Wasik, 2010). Therefore, it is important for teachers to improve the quality of and provide opportunities for children to engage in talk before, during, and after sharing books. This study explored students' use of vocabulary words throughout their analytic talk following explicit instruction with the words during an interactive read-aloud. Eight kindergarten students enrolled in one class participated in this study. Students' discussions captured during the peer talk were analyzed using NVivo 10 (QSR, 2012) software. The findings of the analysis suggest the importance of the implementation of daily read-alouds, with opportunities for high quality talk, in the classrooms of young learners. The analyses revealed that children were able to use the sophisticated words in peer conversations following intentional teaching of new vocabulary. Consistent with previous studies, this research demonstrates that explicitly teaching words and providing opportunities to talk about the words, is a powerful way to enhance student vocabulary and future academic achievement (Blachowicz & Fisher, 2010; Fisher & Frey, 2014; McClelland, Acock, & Morrison, 2006).

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