Vocabulary Instruction Through Storybook Reading

Abstract

This article summarizes a research study investigating the effects of asking preschool teachers to use a professional development tool to support their planning, implementation, and reflection of vocabulary-rich storybook reading. Findings suggested that not only could teachers use the tool in their planning and reflection but also that use of the tool increased the number of best practices used by teachers to target children's vocabulary development during storybook reading. Moreover, teachers reported positive experiences using the tool and attributed its use to growth in their professional practice.

Keywords:

• literacy
• language/speech, vocabulary, shared storybook reading, innovation configuration, professional development