McQuillan, Jeff
(2019)
We don't need no stinkin' exercises: the impact of extended instruction and storybook reading on vocabulary acquisition.
Language and Language Teaching, 8 (1).
pp. 25-37.
ISSN 2277-307X
Abstract
Reading stories to young children has a significant impact on a child's vocabulary development (Mol & Bus, 2011). Children acquire words incidentally by being read to, show growth in word knowledge even upon a single exposure to a novel world ( Carey & Barlett, 1978). In general, more exposure to an unknown world children have, the more likely they are to acquire that world, without any explicit vocabulary instruction(Robbins & Ehri, 1994). These findings are consistent with current theories of language acquisition (Krashen, 2003; Smith,2004), which hold that the development of literacy is primarily a result of language comrehension(listening and reading), not of direct instruction and "practice".
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