Refine
Year of publication
Document Type
- Journal article (7624) (remove)
Language
- English (7624) (remove)
Keywords
- Toxikologie (110)
- Medizin (94)
- inflammation (86)
- Biochemie (81)
- Anorganische Chemie (66)
- cancer (66)
- gene expression (62)
- Organische Chemie (59)
- Infektionsbiologie (57)
- apoptosis (54)
Institute
- Theodor-Boveri-Institut für Biowissenschaften (1348)
- Physikalisches Institut (372)
- Institut für Psychologie (358)
- Medizinische Klinik und Poliklinik II (352)
- Neurologische Klinik und Poliklinik (350)
- Medizinische Klinik und Poliklinik I (332)
- Institut für Molekulare Infektionsbiologie (300)
- Institut für Anorganische Chemie (252)
- Klinik und Poliklinik für Psychiatrie, Psychosomatik und Psychotherapie (250)
- Institut für Organische Chemie (237)
Sonstige beteiligte Institutionen
- Johns Hopkins School of Medicine (11)
- IZKF Nachwuchsgruppe Geweberegeneration für muskuloskelettale Erkrankungen (7)
- Clinical Trial Center (CTC) / Zentrale für Klinische Studien Würzburg (ZKSW) (5)
- Wilhelm-Conrad-Röntgen-Forschungszentrum für komplexe Materialsysteme (5)
- Bernhard-Heine-Centrum für Bewegungsforschung (4)
- Johns Hopkins University School of Medicine (4)
- Zentraleinheit Klinische Massenspektrometrie (4)
- Center for Interdisciplinary Clinical Research, Würzburg University, Würzburg, Germany (2)
- Interdisciplinary Center for Clinical Research (2)
- Interdisziplinäres Zentrum für Klinische Forschung (IZKF) (2)
ResearcherID
- D-1221-2009 (1)
Positive effects of shared reading for children’s language development are boosted by including instruction of word meanings and by increasing interactivity. The effects of engaging children as storytellers on vocabulary development have been less well studied. We developed an approach termed Interactive Elaborative Storytelling (IES), which employs both word-learning techniques and children’s storytelling in a shared-reading setting. 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. The study was a 3 × 2 pre-posttest randomized design with 126 preschoolers spanning 1 week. Measured outcomes were receptive and expressive target vocabulary, story memory, and children’s behavior during story sessions. All three experimental groups made comparable gains on target words from pre- to posttest and there was no difference between groups in story memory. However, in the Elaborative Storytelling group, children were the least restless. Findings are discussed in terms of their contribution to optimizing shared reading as a method of fostering language.