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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...3 4 5 6 7 Hits 121 – 124 of 124 121 Die DNA-Matrix des Philosophierens Brosow, Frank. - 2019 BASE Show details 122 The effects of questions during shared-reading: Do demand-level and placement really matter? Lenhart, Jan; Lenhard, Wolfgang; Vaahtoranta, Enni. - : ELSEVIER SCIENCE INC, 2019 BASE Show details 123 Fine motor skills and mental imagery: Is it all in the mind? Martzog, Philipp; Suggate, Sebastian Paul. - : ELSEVIER SCIENCE INC, 2019 BASE Show details 124 Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary Suggate, Sebastian; Lenhart, Jan; Vaahtoranta, Enni; Lenhard, Wolfgang. - : Frontiers Media SA, 2019 Abstract: 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. Keyword: 370 Erziehung; ddc:370; Schul- und Bildungswesen URL: https://epub.uni-regensburg.de/40560/7/1273%29%202019-0198268-2.pdf https://epub.uni-regensburg.de/40560/1/fpsyg-10-01534.pdf https://epub.uni-regensburg.de/40560/8/1273%29%202019-06_Statement_-_Regensburg.pdf https://doi.org/10.3389/fpsyg.2019.01534 https://epub.uni-regensburg.de/40560/ BASE Hide details Page: 1...3 4 5 6 7

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