Because children’s language skills at school entry – especially their vocabulary skills – are a powerful predictor of later academic achievement, resolving these discrepancies is a central goal of preschool education. Substantial discrepancies in language development exist in preschool age, they tend to persist throughout the school years, and rarely resolve ( Biemiller and Slonim, 2001). Findings are discussed in terms of their contribution to optimizing shared reading as a method of fostering language. However, in the Elaborative Storytelling group, children were the least restless. All three experimental groups made comparable gains on target words from pre- to posttest and there was no difference between groups in story memory. Measured outcomes were receptive and expressive target vocabulary, story memory, and children’s behavior during story sessions. The study was a 3 × 2 pre-posttest randomized design with 126 preschoolers spanning 1 week. To systematically investigate potential benefits of children as storytellers, we contrasted this approach to two experimental groups, an Elaborative Storytelling group employing word-learning techniques but no storytelling by children and a Read-Aloud group, excluding any additional techniques. We developed an approach termed Interactive Elaborative Storytelling (IES), which employs both word-learning techniques and children’s storytelling in a shared-reading setting. The effects of engaging children as storytellers on vocabulary development have been less well studied. All that was left of her were her shoes, bits of clothing, and the three medals for goodness.Positive effects of shared reading for children’s language development are boosted by including instruction of word meanings and by increasing interactivity. He dashed into the bush, his pale grey eyes gleaming with ferocity and triumph, and dragged Bertha out and devoured her to the last morsel. The wolf was just moving away when he heard the sound of the medals clinking and stopped to listen they clinked again in a bush quite near him. Bertha was trembling very much at having the wolf prowling and sniffing so near her, and as she trembled the medal for obedience clinked against the medals for good conduct and punctuality. Bertha was terribly frightened, and thought to herself: 'If I had not been so extraordinarily good I should have been safe in the town at this moment.' However, the scent of the myrtle was so strong that the wolf could not sniff out where Bertha was hiding, and the bushes were so thick that he might have hunted about in them for a long time without catching sight of her, so he thought he might as well go off and catch a little pig instead. The wolf came sniffing among the branches, its black tongue lolling out of its mouth and its pale grey eyes glaring with rage. She managed to reach a shrubbery of myrtle bushes and she hid herself in one of the thickest of the bushes. She ran as hard as she could, and the wolf came after her with huge leaps and bounds. Bertha saw the wolf and saw that it was stealing towards her, and she began to wish that she had never been allowed to come into the park. The first thing that it saw in the park was Bertha her pinafore was so spotlessly white and clean that it could be seen from a great distance. "Mud-colour all over, with a black tongue and pale grey eyes that gleamed with unspeakable ferocity.
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