Investigating video as a means to promote vocabulary for at-risk children

Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms wit h substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n = 78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n = 89), the effect of repeated viewing of video was comp ared with the effect of single viewing of video on vocabulary learning. Pre-test and posttest receptiv e and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabul ary learning between children in the single and repea ted viewing condition on the receptiv e measure, but children in the repeated viewing condition showed higher gains in vocabul ary on the expressive measure. No differenc es were found in either study between children with higher and lower vocabulary knowledge. 2013 Elsevier Inc. All rights reserved.