Resumen

GARCIA, Pelusa Orellana; VALENZUELA, María Francisca  y  MUNOZ, Kattia. Impact of Repeated Interactive Read-aloud on the Speaking Skills of Preschool Students in Vulnerable Contexts. educ.educ. [online]. 2018, vol.21, n.3, pp.409-432. ISSN 0123-1294.  https://doi.org/10.5294/edu.2018.21.3.3.

This study describes the implementation of repeated interactive read-aloud, as an activity to increase the vocabulary and semantic awareness of Chilean preschool students in vulnerable contexts. This research involved 47 prekindergarten students, divided into the experimental and control groups. Teachers and assistants of the experimental group received training in the use of repeated interactive read-aloud, which included conceptual definitions, demonstrations, assistance, reading books and activity materials; the control group received only the reading books. The results of students were compared by means of descriptive and variance analyses. Significant improvements in receptive vocabulary were observed in the experimental group, but not in meta-semantic skills, such as the use of analogies, identification of meaningless texts, and similarities and differences. The study concluded that the whole combination of speaking and iconic teaching strategies benefits the acquisition of receptive vocabulary.

Palabras clave : Literacy; early childhood education; comprehension; reading; language; spoken language; vocabularies.

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