Would You Like to Hear That Again

Abstract

1 way people learn new words is through reading books and stories. Lilliputian kids love hearing their favorite stories over and over and are as well very good at learning new words. Nosotros wondered if reading the same stories could be helping preschool kids learn new words. Our research tested if it was amend to read the aforementioned stories over and over or to read a few unlike stories. Hither, we tell you about iii studies that show preschool kids learn more words from reading the aforementioned stories over and over. Our research suggests that information technology is easier to larn new words from stories when you have heard the story before and know what is going to happen.

We know niggling kids like hearing stories and will ask to hear the same story over and once more. Yous may accept noticed this if y'all have always read a story to a younger sibling. Kids learn a lot of things from stories. They can learn about colors, shapes, numbers, relationships, and places—and they can larn new words. Y'all probably larn a lot of new words from reading, besides. Kids who hear more stories learn more words than kids who hear fewer stories. Kids who hear lots of stories are also more likely to do better at school. And then, we know that hearing stories helps kids learn new words, but could nosotros assistance kids acquire even more?

What Helps Learning from Storybooks?

Kids acquire best from stories with plots that are like shooting fish in a barrel to understand and relate to. They also learn better from books with photos than from books with cartoon-fashion drawings [i]. We know that pointing to things in the pictures helps kids learn words from stories. Giving definitions of new words is helpful as well, and and then is asking the kids questions about things mentioned in the story. The more times kids hear the new words the more chance they have of learning them, so repeating the words is really helpful in storybooks.

We know kids love hearing the aforementioned stories over and over, so we wondered whether this was helpful for give-and-take learning. This is what our studies are virtually.

Our Studies

Do kids larn more words from hearing the aforementioned story over and over or from hearing different stories? Our studies will tell us.

If we want to see if kids larn new words from hearing a book, in that location are unlike means we could do this. We would, of course, read them a story and so measure how many words from the story they know. Just is information technology really that simple? How would nosotros know that the kids did not already know those words earlier they heard the stories? Nosotros take a really fun solution: we write our own storybooks so we tin put special words in them! These special words are called "target words." The special words nosotros use are made-up words like "sprock" and "manu." They sound like real words but we make them upwards. That way, we can know that kids practise non already know the words before nosotros even read the stories. Lots of studies apply made-up words like these for the same reason. One famous written report is "the Wug Exam" [two]. Kids have not heard the discussion wug before, only if you tell them "Here is a wug, here is another wug, now there are ii ___" they know the next discussion is "wugs."

The special words in our stories are names for weird objects. Like the words, we apply weird objects and so we know that kids do not already have a name for them. These weird objects are called "novel objects" because they are new to the kids. Take a look at an example of these special words and weird objects from a set of our storybooks, in Figure ane.

• Figure one - These are the target words and novel objects we used in our studies.

Our Stories

For these studies, we wrote 9 stories near a girl named Rosie. We tried to brand them sound similar real storybooks. Each story has a commencement, a middle, and an end. Each story has a happy ending. In one story, Rosie makes cookies. But she uses common salt instead of sugar past mistake! The cookies taste actually bad. Simply her family still has a nice 24-hour interval.

Each story is ix pages long with nine pictures. Nosotros took photos of real people interim out each folio. One picture shows Rosie and her father putting cookies into the oven. Then, we used the calculator to make the pictures look more than like drawings.

In some of the pictures, yous tin see the novel objects. Simply the stories are not really about the objects. The stories are really about something Rosie is doing.

There are two weird objects in each story. Each weird object has a name similar "sprock." The proper noun is e'er the same for the aforementioned object. For example, the object with the dark-green wheel is always the "sprock." We say the name (target word) for each object four times in each story. So, if a kid reads a story three times he or she will hear the target words 12 times.

In 3 stories, the two objects are the "sprock" and the "tannin." In some other ready of three stories, the ii objects are the "manu" and the "zorch." In the terminal set of three stories, the two objects are the "gaz" and the "coodle." Think, these are supposed to exist new names and weird objects that kids do non know before they read the stories!

Learning and Testing

We wanted to know if kids learn more than words from hearing the same story over and over or from hearing different stories. So, we read our stories to two groups of preschool kids. Kids were English-speaking and from average homes in a seaside town in the South of England. The same stories group heard the same story iii times in a row. The unlike stories grouping heard 3 different stories instead, simply these three dissimilar stories had the same target words. Each child in the same stories grouping heard one of the stories with "sprock" and "tannin" 3 times. Each kid in the different stories group heard all 3 of the different stories with "sprock" and "tannin." But every kid heard "sprock" and "tannin" 12 times.

In our first report, we visited kids at home on three days over virtually 1 week. For example, Tuesday and Fri and so Monday. Every time nosotros visited we read three times: either the same story three times or three different stories (take a look at Figure 2A). Subsequently nosotros read the stories, nosotros wanted to see if the kids learned the names for the objects. So, we showed them pictures of the novel objects and asked them "tin y'all betoken to the sprock?" (or one of the words they heard). We asked them to betoken to each of that day's objects twice. There were always four pictures on a page, so if kids had not really learned the give-and-take and were simply guessing, they should signal to the correct object for near one of the four questions. So, we asked kids to point out each target object one time and did not say whether they were right or wrong. Then, we asked them to point out each target object once more. So, if kids pointed to the correct objects for more than about ii questions we knew they were not guessing and had actually learned the words!

• Figure ii
• A. The story club in our original study. Kids in the same stories group heard a unlike story each day, but the aforementioned story over and over. Kids in the dissimilar stories grouping always heard three different stories, but with the same target words. B. Give-and-take learning scores in the original written report. Kids in the same stories grouping always scored higher than kids in the different stories group. This is really of import on Monday (the final test) when we tested the kids on the words from Tuesday and Friday again.

Every twenty-four hours that we visited the kids we read them stories with a new pair of words and tested them on that pair of words. Our favorite part of this study was that, on the final twenty-four hour period, we as well tested them once again on the words from the first and second days (which they had not heard since those earlier stories). Would kids retrieve the words? Would they remember more words from hearing the aforementioned stories over and over?

Take a look at Figure 2B. The dark bars show the number of correct points past the kids in the same stories group. The light bars show the number of correct points by the kids in the unlike stories group. Kids in the same stories group e'er did better than kids in the different stories group. But what nearly the last exam? Expect at the last bars: kids in the same stories group remembered the words really well! And kids in the dissimilar stories grouping did not score whatever amend than if they were just guessing. They had forgotten the words.

In our second study, we also had a aforementioned stories group and a different stories group. Sometimes kids exercise ask for the aforementioned story over and over, but not on the same day. And so in this study, the same stories group heard 3 stories, simply they were the same three stories on each day (Effigy 3A). In the different stories group, kids heard three different stories every day. This study was a lot harder for kids, because they heard all 6 target words (but just four times each) each day.

• Figure iii
• A. The story order in the afterward report. At present, all kids heard three different stories, just for kids in the aforementioned stories. group, they were the same iii stories each day. For kids in the dissimilar stories group, they were always different stories. Notice, this study was a lot harder because kids heard six target words each day of the written report. B. Word learning scores in the later study. Kids in the same stories group always scored higher than kids in the different stories grouping.

Take a look at Figure 3B. One time again, the kids who heard the same stories over and over learned the words really well. They learned more than words than the kids who heard different stories.

For some other study, we teamed upwards with a lab in Deutschland and tested reading the same stories in preschool children diagnosed with developmental linguistic communication disorder (DLD, previously known as specific language impairment [iii]). Children diagnosed with DLD may accept problem speaking and understanding linguistic communication, and as they go older they may struggle with reading and writing. The lab in Germany translated our storybooks into German. Then, all of the German kids were tested the same way equally the English children in the same stories group of the starting time written report. Children diagnosed with DLD did not learn the target words as well equally kids in our other studies. However, on the final day of the written report, there was no longer a existent deviation between the children with DLD and the typically developing children. This ways that repeating stories is a good idea for children with special needs too.

Summary

Call back that, in each report, all kids heard the target words the same number of times. This means the just difference was whether or not the stories were repeated. Kids learned more words from repeated stories than from different stories. Even when stories were repeated days later, kids still learned more than words, so there must be something very special near hearing things over and over over again.

Only reading and hearing different books are yet practiced for learning, too. It could exist that kids hearing the unlike stories are learning something different. Maybe they are learning more about the different uses of the objects. Or mayhap they learn how to utilize the word correctly in a judgement meliorate. There is nevertheless a lot we practice non know. Our work in this research area isn't over all the same!

What Does information technology all Mean?

Kids learn more words from hearing the same stories over and over. It reminds u.s.a. of how kids similar to watch the same Tv set shows over and over [four]. Sometimes when y'all sentinel a flick for the kickoff time it can be a petty disruptive to follow the story and piece of work out who the key characters are. But when you watch the same movie for a second or even third time, you lot know what is coming and can remember about different parts of the movie because you no longer need to concentrate so hard on the story.

This is what we call up is happening here. With each new reading of the story, kids are able to focus on something new: they accept fourth dimension to work out what these novel objects are and to learn their names. Kids hearing different stories are ever hearing the story for the beginning time, and so they have to concentrate on understanding the story. They just exercise not have enough time or brain power to concentrate on anything extra.

It is important to understand how kids learn words. We want to find means to help kids learn words even better, so we tin can assist everyone exercise well at school. But understanding how kids learn helps in lots of other means, too. Not everybody learns to speak in the same manner. Some kids take longer to learn linguistic communication, and some might always discover reading difficult. Imagine if we could use storybooks to help some of these kids acquire a petty fleck more. What an easy fashion to help! Even adults like to hear stories when they already know the catastrophe [five]. Maybe you are learning a 2nd language. Maybe English is a 2nd language to you. Maybe yous just find it hard to concentrate when reading. Reading the aforementioned stories and books over and over might help you, too.

Conflict of Interest Statement

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed every bit a potential conflict of interest.

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Original Source Article

↑ Horst, J. Southward., Parsons, K. L., and Bryan, Northward. M. 2011. Get the story straight: contextual repetition promotes word learning from storybooks. Front. Psychol. 2:17. doi:ten.3389/fpsyg.2011.00017

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References

[1] ↑ Simcock, Grand., and DeLoache, J. 2006. Become the picture? The effects of iconicity on toddlers' reenactment from moving picture books. Dev. Psychol. 42(6):1352–7. doi:ten.1037/0012-1649.42.vi.1352

[2] ↑ Berko, J. 1958. The kid's learning of English language morphology. Word 14:150–77. doi:10.1080/00437956.1958.11659661

[3] ↑ Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., and CATALISE-ii Consortium. 2017. CATALISE: a multinational and multidisciplinary Delphi consensus written report of problems with language evolution. Phase 2. Terminology. PeerJ Prepr. five:e2484v2. doi:ten.7287/peerj.preprints.2484v2

[4] ↑ Crawley, A. Yard., Anderson, D. R., Wilder, A., Williams, Yard., and Santomero, A. 1999. Furnishings of repeated exposures to a single episode of the tv program Blue's Clues on the viewing behaviors and comprehension of preschool children. J. Educ. Psychol. 91(4):630–vii. doi:10.1037/0022-0663.91.iv.630

[five] ↑ Leavitt, J. D., and Christenfeld, N. J. Southward. 2011. Story spoilers don't spoil stories. Psychol. Sci. 22(9):1152–4. doi:x.1177/0956797611417007

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Source: https://www.frontiersin.org/articles/237690

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