The aim of this study is to analyze the effectiveness of a training and whether children responded differently to a classroom based intervention targeting the components of Listening comprehension in function of their existing level of vocabulary knowledge, as suggested by literature (Whiteley, et al., 2007). Children with low-vocabulary made lower gains in all the probes if compared to children with high-vocabulary: poor vocabulary level may place serious limits on early literacy development.

The Role of Vocabulary Knowledge in the Responsiveness to a Training Targeting Inference Making and Listening Comprehension in Preschoolers

Elena Florit
Writing – Review & Editing
;
2018

Abstract

The aim of this study is to analyze the effectiveness of a training and whether children responded differently to a classroom based intervention targeting the components of Listening comprehension in function of their existing level of vocabulary knowledge, as suggested by literature (Whiteley, et al., 2007). Children with low-vocabulary made lower gains in all the probes if compared to children with high-vocabulary: poor vocabulary level may place serious limits on early literacy development.
Vocabulary Knowledge; Training; Inference Making; Listening Comprehension;Preschoolers
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1044445
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