Twenty-seven 4- and 5-year-old children from two daycare programs participated in a study designed to assess the effect of picture book reading on children's vocabulary acquisition. All children were pre- and post-tested on the Reading Recognition subtest of the Peabody Individual Achievement Test, the Expressive One Word Picture Vocabulary Test (EOWPVT), and the Peabody Picture Vocabulary Test-Revised (PPVT-R). Following Whitehurst et al.'s (1988) approach, children in the experimental group were read picture books utilizing the hear-say method (asking children questions) for 4 weeks. Those in the control group were read picture-books without being questioned. Three 2 x 8 x 2 Split-Plot Hierarchical ANOVAs were conducted to evaluate group and squad effects and to control for reader effects. They revealed no significant differences between the experimental and control groups. Possible reasons for the absence of experimental effects were discussed.
| Identifer | oai:union.ndltd.org:pacific.edu/oai:scholarlycommons.pacific.edu:uop_etds-3777 |
| Date | 01 January 1993 |
| Creators | Fries-Dias, Caroline Marie |
| Publisher | Scholarly Commons |
| Source Sets | University of the Pacific |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of the Pacific Theses and Dissertations |
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