Story Talk: Using Strategies from an Evidence‐Based Program to Improve Young Children's Vocabulary

Story Talk is an evidence‐based language intervention that has produced significant increases in children's vocabulary (Wasik & Hindman, 2020). This paper begins with a discussion of the importance of language development in learning to read, which is the basis for Story Talk. Next, a descr...

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Bibliographic Details
Published inThe Reading teacher Vol. 76; no. 4; pp. 429 - 438
Main Authors Wasik, Barbara A., Hindman, Annemarie H.
Format Journal Article
LanguageEnglish
Published Newark Wiley 01.01.2023
Blackwell Publishing Ltd
Subjects
Children
Classroom communication
Discourse strategies
Early childhood education
Evidence Based Practice
Language acquisition
Program Effectiveness
Program Evaluation
Reading acquisition
Reading Strategies
Vocabulary Development
Young Children
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Summary:Story Talk is an evidence‐based language intervention that has produced significant increases in children's vocabulary (Wasik & Hindman, 2020). This paper begins with a discussion of the importance of language development in learning to read, which is the basis for Story Talk. Next, a description of Story Talk components and the strategies that teachers are trained to implement in this program are presented. Five language strategies, with particular emphasis on developing vocabulary, are discussed in detail. Finally, a description of how Story Talk can look in classrooms is provided so that teachers can visualize how these strategies might work in their own settings during book reading and throughout the day.
ISSN:0034-0561
1936-2714
DOI:10.1002/trtr.2174