| Repeated reading as a favorite activity for young children refers to the child through a sound companion way,a picture book read many times.Repeated reading has a positive effect on children’s reading fluency,vocabulary development and story comprehension.In this study,two kinds of learning conditions are used to explore the role of repeated reading in vocabulary recognition.Nine storybooks were created for this study.Each of the nine storybooks contained two incidental vocabulary-object pairs.The incidental vocabulary-object pairs in every three storybooks are the same.In this study,64 children in a kindergarten in Tianjin are the experimental subjects.The effects of the vocabulary acquisition on children aged 3-4 years were examined by experimental method.The study is divided into two stages:the reading stage and the test stage.The reading stage is that storybooks were read to 3-year-old children three times during the course of 2 weeks.At each session,children either heard three different stories with the same two novel name-object pairs or the same story three times.Importantly,all children heard each novel name the same number of times.The test consists of two parts:immediate recall and retention.Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the objects,which record the correct rate.The results show that:1、after repeated reading,children can be accompanied by the acquisition of the incidental vocabulary in the storybook.2、children in the same stories condition were significantly better at choosing the incidental vocabulary at test than children in the different stories condition.3、when the only one incidental vocabulary exists,the effect of incidental vocabulary acquisition is better.Based on the findings if this study,we propose recommendations to parents of young children and kindergarten teachers about repeated reading. |
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