Storytelling With and Without Direct Instruction on Grapheme-Phoneme Correspondence and Vocabulary of Preschool Children Learning German as a Second Language
Keywords:
Early Childhood Education, Storytelling, Direct Instruction, Grapheme-Phoneme-Correspondence, Vocabulary, L2 Acquisition, Learning DisabilitiesAbstract
Early language support is crucial for preventing educational inequality and promoting equal opportunities for all children. Phonological awareness and vocabulary are key predictors of both language acquisition and later reading and writing skills. This single-case study investigated the effectiveness of early language support for preschoolers with German as a second language (L2), focusing on expressive vocabulary and grapheme-phoneme correspondence (GPC). Seven children (N = 7), aged five to six, with various first languages (L1), participated in a kindergarten in Germany. Two methods were compared: storytelling (incidental learning) and a combination of storytelling with flashcards (direct instruction (DI); intentional learning). Results showed minimal progress through storytelling alone, whereas the combined method led to significant improvements in vocabulary and GPC. Overlap metrics and visual analysis confirmed these findings. Social validity data reflected high acceptance among children and educators, despite some concerns about the intervention’s scope. The study underscores the value of integrating implicit and explicit strategies in early language support, particularly for at-risk children, and advocates for structured language programs in preschool settings.
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