The Relationship among Concept Sorts, Storybook Reading, Language-Based Print Awareness, and Language Proficiency in the Vocabulary Learning of Diverse Kindergarten Children

Abstract

This study examined how providing vocabulary instruction through storybook read alouds and concept sorts influenced vocabulary acquisition and the relationship among vocabulary and language-based print awareness and language proficiency. A non-random sample of three kindergarten classrooms participated in this study. Participants in the study were kindergarten children (N = 61), from low socioeconomic status families, whose primary language was either Spanish (47) or English (14) and three kindergarten teachers. There was a two-week session of vocabulary instruction. Two of the classrooms were assigned to the storybook read aloud plus concept sorts treatment and one classroom was assigned to the storybook read aloud only condition. Although vocabulary gains were demonstrated from both the storybook read aloud plus concept sorts treatment and the storybook read aloud only condition, children who received the storybook read aloud plus concept sorts treatment learned significantly more of the targeted vocabulary compared to the children who received the storybook read aloud only condition. Receptive vocabulary knowledge as measured by the PPVT-IV and concept of word were related to the learning of the targeted vocabulary. Discussion focuses on the effectiveness of concept sorts as a strategy for promoting acquisition of new vocabulary.