This study examined the effects of a content-based shared book reading (SBR) intervention on receptive and expressive vocabulary outcomes of dual language learner (DLL) preschool children enrolled in two school districts in south Texas. Using SBR as the target of instruction, 50 preschool teachers and 298 preschoolers were randomly assigned at the class level to either a well-specified and scripted SBR condition or a comparison SBR condition. Children in the study were selected based on their scores on the school district administered and thereby archival Preschool Language Assessment Scales (Pre-LAS©) and determined to be at the Limited English Speaker (LES) level of English. Teachers in the intervention condition implemented the curriculum for 18 weeks in 5-day instructional cycles of about 20 minutes per day. Results revealed significant and robust effects on proximal measures of expressive and receptive vocabulary; whereas no significant effects on standardized measures were indicated. Limitations and implications are discussed.

本研究探讨了基于内容的共享图书阅读 (SBR) 干预对德克萨斯州南部两个学区注册的双语学习者 (DLL) 学龄前儿童接受性和表达性词汇结果的影响。使用 SBR 作为教学目标，50 名学前教师和 298 名学前儿童在班级层面被随机分配到指定和脚本化的 SBR 条件或比较 SBR 条件。研究中的儿童是根据他们在学区管理的分数以及档案学前语言评估量表 (Pre-LAS ©)选择的并确定达到有限英语使用者 (LES) 的英语水平。干预条件下的教师以每天约 20 分钟的 5 天教学周期实施了为期 18 周的课程。结果显示，对表达性和接受性词汇的近端测量有显着且稳健的影响；而对标准化措施没有显着影响。讨论了局限性和影响。