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Communication Disorders Quarterly, Vol. 26, No. 1, 17-28 (2004)
DOI: 10.1177/15257401040260010101

Preschool Word Learning During Joint Book Reading

Effect of Adult Questions and Comments

Lisa M. Ard

Escambia County Public Schools

Brenda L. Beverly

University of South Alabama, bbeverly{at}usouthal.edu

Adults naturally comment and pose questions during joint book reading (JBR), a recognized context for vocabulary acquisition. An original story containing 10 nonsense words mapped to novel referents was read to 40 typically developing preschoolers. Children who heard scripted questions and comments identified approximately two more words than children in a control group, and the groups who heard comments named more new words than the control and questions-only groups. Unlike investigations of synonym learning during JBR, comments appeared more effective than questions. Future research will address an exposure advantage for comments and extend results to children with language impairment.


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