Open Access Graduate Research Paper
Literacy--Study and teaching (Early childhood); English language--Study and teaching (Early childhood)--Foreign speakers;
The purpose of this study is to investigate the effects of Shared Storybook Readings and Take Home Literacy Bags utilizing Dialogic Questioning Techniques on the oral language skills and vocabulary knowledge of preschool-aged English Language Learners.
Eleven preschool students identified as English Language Learners in a suburban school district took part in the six-week intervention. Each week students were exposed to three read-aloud experiences utilizing Dialogic Reading Techniques and Questioning and a Take Home Literacy Bag for further reading experiences with their families. Student growth was assessed weekly using three tools: Teaching Strategies GOLD observations, a Teacher-Created Vocabulary Assessment, and the Individual Growth and Development Indicators Screening Tool.
Results of the study support prior research by showing growth in participants' oral language skills and vocabulary knowledge. On the basis of this research it can be concluded that preschool students who are ELL benefit from Dialogic Reading Techniques and Questioning as a strategy to increase English vocabulary knowledge and oral language skills.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Linda May Fitzgerald
1 PDF file (iv, 35 pages)
©2016 Angela Butler
Butler, Angela, "Increasing vocabulary and oral language skills of pre-K English language learners through shared storybook reading and take-home literacy bags" (2016). Graduate Research Papers. 623.