A Quasi-Experiment Examining Expressive and Receptive Vocabulary Knowledge of Preschool Head Start Children Using Mobile Media Apps |
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| Authors: | Angela Vatalaro Anne McDonald Culp Debbie L Hahs-Vaughn Amanda C Barnes |
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| Institution: | 1.Department of Child Family and Community Sciences,University of Central Florida,Orlando,USA;2.Department of Child and Family Studies,University of South Florida,Tampa,USA;3.Department of Educational and Human Sciences,University of Central Florida,Orlando,USA;4.Department of Human Development and Family Studies,University of North Carolina at Greensboro,Greensboro,USA |
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| Abstract: | This study examined the efficacy of using different types of mobile media apps to increase the receptive and expressive vocabulary development of 3-, 4-, and 5-year-old preschool children living in economically disadvantaged communities. Children and teachers in four Head Start classrooms participated in the quasi-experimental study, which included an 8-week intervention in which the children interacted with one of two types of apps: one classroom used four scaffolding-like vocabulary apps for an average of 1.8 h per day (n?=?16) and one classroom used four open-ended vocabulary apps for an average of 1.3 h per day (n?=?15). Two classrooms served as comparison groups (n?=?18; n?=?14) which used apps that were chosen by the Head Start program with no specific instructional method for approximately 1 h per day. Children’s vocabulary was assessed pre- and post-intervention using the PPVT-4, the EVT-2, and iPad Receptive and Expressive Vocabulary Assessments. Using a repeated measures analysis of variance with split plot analysis, children who used scaffolding-like vocabulary apps performed statistically significantly higher on the PPVT-4 than children who used open-ended vocabulary apps. There were no significant differences between groups on the EVT-2. The study contributed to the literature on teacher instruction of utilizing scaffolding-like apps to increase preschool vocabulary knowledge. |
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