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 FloritWriting – Review & Editing
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2018-01-01
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.
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