http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Vocabulary Instruction and Dialogic Reading
How to Use Electronic Storybooks With Preschool English Language Learners
The purpose of this single-case study was to investigate the challenges that a teacher might encounter when incorporating vocabulary instruction and dialogic reading into the use of electronic storybooks (shortened as "e-storybooks" henceforth) to support oral narrative development of preschool English language learners. In our 4-week language support program, a female native English speaker conducted five teaching sessions with three 5-year-old English language learners whose predominant home language was mandarin Chinese. Four e-storybooks were selected; for each story, three to four words were chosen for vocabulary instruction, and about 10 elaborative questions were designed to check learners comprehension and elicit oral reproduction of story plots. Observation of each teaching session was carried out and parent evaluation was solicited too. One-on-one, semi-structured interviews were conducted with the teacher and each childs parent after the program was over. With a detailed account of this 4-week support program, this case description sheds light on the particular challenges that a teacher might encounter in using e-storybooks to support oral narrative development of preschool English language learners. Being prepared for these challenges and implementing our suggested modifications to the teaching methods (i.e., vocabulary instruction and dialogic reading) can help future teachers to utilize e-storybooks more effectively when teaching young English language learners.