We don't need no stinkin' exercises: the impact of extended instruction and storybook reading on vocabulary acquisition

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

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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".

Item Type: Articles in APF Magazines
Uncontrolled Keywords: Reading, Instruction, Vocabulary, Acquisition,
Subjects: Language
Divisions: Azim Premji University > University publications > Language and Language Teaching
Depositing User: Mr. Sachin Tirlapur
Date Deposited: 29 Jan 2019 14:15
Last Modified: 29 Jan 2019 14:15
URI: http://publications.azimpremjifoundation.org/id/eprint/1876
Publisher URL:

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