The importance of technical and scientific vocabulary for reading: a pilot study in kindergarten
DOI:
https://doi.org/10.7347/EdL-02-2025-01Keywords:
kindergarten, technical and scientific vocabulary, reading aloud, disciplinary literacy, early disciplinary literacyAbstract
The development of technical and academic vocabulary in preschool age is essential for linguistic growth and is predictive of future competence in understanding disciplinary texts. This study explores the impact of including scientific terms in oral narrative texts, comparing two methods: a version with integrated definitions of technical terms and one without explanations, given before reading. Twenty pre-school children (age M = 5.6 years, SD = 0.33; 35% F) were divided into two groups, homogeneous in terms of age and language level, corresponding to the two intervention conditions. Vocabulary knowledge was assessed before and after the intervention through individual tests of lexical recognition and comprehension. The results show that both groups significantly improved their knowledge of the scientific vocabulary presented, but the group exposed to the narrative with definitions performed better in visual recognition, word-image association, and active and contextual use of the terms learned. These data suggest that integrating definitions into storytelling enhances technical vocabulary learning. The study provides useful guidelines for designing language interventions in pre-school, highlighting and demonstrating that storytelling and reading can be important resources that serve as effective vehicles for introducing scientific concepts and promoting early disciplinary literacy.
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Copyright (c) 2025 Jessica Pipitone, Silvia Della Rocca, Anna Paola Fallaci, Christian Tarchi
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