Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Original Article

Audio Stories as Incidental Language Teachers

A Compensatory Approach for Migrant and Low-SES Children in Germany

Published Online:September 04, 2020https://doi.org/10.1027/1864-1105/a000281

Abstract

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

References

  • Arnett, J. J. (Ed.). (2006). Encyclopedia of children, adolescents, and the media. Thousand Oaks, CA: Sage. First citation in articleGoogle Scholar

  • Au, T. K. F., Chan, W. W., Cheng, L., Siegel, L. S., & Tso, R. V. (2015). Can non-interactive language input benefit young second-language learners? Journal of Child Language, 42, 323–350. https://doi.org/10.1017/S0305000913000627 First citation in articleCrossref, Google Scholar

  • Baker, D. L., Park, Y., & Baker, S. K. (2012). The reading performance of English learners in grades 1–3: The role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25, 251–281. https://doi.org/10.1007/s11145-010-9261-z First citation in articleCrossref, Google Scholar

  • Behrens, P., & Rathgeb, T. (2015). KIM-Studie 2014 – Kinder + Medien, Computer + Internet: Basisuntersuchung zum Medienumgang 6- bis 13-Jähriger in Deutschland [KIM-Study 2014 – children + media, computer + internet: Analysis of media usage in 6 to 13 year old children in Germany]. Medienpädagogischer Forschungsverbund Südwest. Retrieved from https://www.mpfs.de/studien/kim-studie/2016/ First citation in articleGoogle Scholar

  • Bishop, D. V. M. (2003). TROG-2: Test for reception of grammar 2. London, UK: Pearson. First citation in articleGoogle Scholar

  • Cain, K., & Oakhill, J. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44, 431–443. https://doi.org/10.1177/0022219411410042 First citation in articleCrossref, Google Scholar

  • Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In N. H. HornbergerEd., Encyclopedia of language and education (pp. 487–499). Boston, MA: Springer. https://doi.org/10.1007/978-0-387-30424-3_36 First citation in articleGoogle Scholar

  • Ennemoser, M., Kuhl, J., & Pepouna, S. (2013). Evaluation des Dialogischen Lesens zur Sprachförderung bei Kindern mit Migrationshintergrund [Evaluation of dialogic reading for language proficiency in migrant children]. Zeitschrift für Pädagogische Psychologie, 27, 229–239. https://doi.org/10.1024/1010-0652/a000109 First citation in articleLink, Google Scholar

  • Evans, W., Harris, P., Sethuraman, S., Thiruvaiyaru, D., Pendergraft, E., Cliett, K., & Cato, V. (2016). Empowering young children in poverty by improving their home literacy environments. Journal of Research in Childhood Education, 30, 211–225. https://doi.org/10.1080/02568543.2016.1143894 First citation in articleCrossref, Google Scholar

  • Gibbons, P. (1991). Learning to learn in a second language. Portsmouth, NH: Heinemann. First citation in articleGoogle Scholar

  • Gleich, U., & Vogel, I. (2007). Unterhaltung durch Medien [Media entertainment] In U. SixU. GleichR. GimmlerEds., Kommunikationspsychologie – Medienpsychologie (pp. 405–422). Weinheim, Germany: Beltz PVU. First citation in articleGoogle Scholar

  • Graham, J. W., Cumsille, P. E., & Shevock, A. E. (2012). Methods for handling missing data. In I. WeinerEd., Handbook of psychology (2nd ed., pp. 109–141). Hoboken, NJ: Wiley & Sons. https://doi.org/10.1002/9781118133880.hop202004 First citation in articleGoogle Scholar

  • Grüninger, C., & Lindemann, F. (2000). Vorschulkinder und Medien: Eine Untersuchung zum Medienkonsum von drei- bis sechsjährigen Kindern unter besonderer Berücksichtigung des Fernsehens [Preschoolers and media: An analysis of media use in 3- to 6-year-old children with particular regard to TV]. Opladen, Germany: Leske + Budrich. First citation in articleCrossref, Google Scholar

  • Hoffner, C. (1996). Children’s wishful identification and parasocial interaction with favorite television characters. Journal of Broadcasting & Electronic Media, 40, 389–402. https://doi.org/10.1080/08838159609364360 First citation in articleCrossref, Google Scholar

  • Hohloch, M., & Knufmann, A. (2011). Vergleichende Analyse der Sprachförderlichkeit von pädagogisch wertvollen und bestselling Hörspielen [Comparative analysis of language scaffolding in educational and best-selling audio stories] (Unpublished bachelor thesis). TU University, Dortmund, Germany. First citation in articleGoogle Scholar

  • Lauricella, A. R., Blackwell, C. K., & Wartella, E. (2017). The “new” technology environment: The role of content and context on learning and development from mobile media. In R. BarrD. LinebargerEds., Media exposure during infancy and early childhood (pp. 1–23). Berlin, Germany: Springer. First citation in articleGoogle Scholar

  • Lenhard, W., & Schneider, W. (2006). ELFE 1–6: Ein Leseverständnistest für Erst- bis Sechstklässler [Reading comprehension test for students grade 1 to 6]. Göttingen, Germany: Hogrefe. First citation in articleGoogle Scholar

  • Lenhart, J., Lenhard, W., Vaahtoranta, E., & Suggate, S. (2018). Incidental vocabulary acquisition from listening to stories: A comparison between read-aloud and free storytelling approaches. Educational Psychology, 28, 596–616. https://doi.org/10.1080/01443410.2017.1363377 First citation in articleCrossref, Google Scholar

  • Leonard, L. B. (1998). Language, speech, and communication. Children with specific language impairment. Cambridge, MA: MIT Press. First citation in articleGoogle Scholar

  • Linebarger, D. L., & Vaala, S. E. (2010). Screen media and language development in infants and toddlers: An ecological perspective. Developmental Review, 30, 176–202. https://doi.org/10.1016/j.dr.2010.03.006 First citation in articleCrossref, Google Scholar

  • Lüke, T., Ritterfeld, U., & Tröster, H. (2016). Erprobung eines Gruppentests zur Überprüfung des Grammatikverständnisses auf der Basis des TROG-D [Assessing a group test for reception of grammar based on the TROG-D]. Diagnostica, 62, 242–254. https://doi.org/10.1026/0012-1924/a000157 First citation in articleLink, Google Scholar

  • Lüke, C., Starke, A., Ritterfeld, U., & Ennemoser, M. (2016). Stritzfusalk: Skala zur Erfassung der phonologischen Arbeitsgedächtnisleistungen im Grundschulalter [Scale for detecting the working memory capacity at primary-school age] (Unpublished Working Paper). TU Dortmund. First citation in articleGoogle Scholar

  • Milani, A., Lorusso, M. L., & Molteni, M. (2010). The effects of audiobooks on the psychosocial adjustment of pre-adolescents and adolescents with dyslexia. Dyslexia, 16, 87–97. https://doi.org/10.1002/dys.397 First citation in articleCrossref, Google Scholar

  • Naigles, L., & Mayeux, L. (2001). Television as incidental language teacher. In D. G. SingerJ. L. SingerEds., Handbook of children and the media (pp. 135–152). Thousand Oaks, CA: Sage. First citation in articleGoogle Scholar

  • Niebuhr-Siebert, S., & Baake, H. (2014). Kinder mit Deutsch als Zweitsprache in der Grundschule [Children with German as second language in primary schools]. Stuttgart, Germany: Kohlhammer. First citation in articleGoogle Scholar

  • Niebuhr-Siebert, S., & Ritterfeld, U. (2012). Hörspielbasierte Sprachlerneffekte bei Vorschulkindern mit spezifischen Sprachentwicklungsstörungen [Use of audio stories as linguistic treatment in preschoolers with specific language impairment]. Sprache Stimme Gehör, 36, 69. https://doi.org/10.1055/s-0032-1311648 First citation in articleCrossref, Google Scholar

  • Petermann, F., Fröhlich, L. P., & Metz, D. (2012). SET 5–10: Sprachstandserhebungstest für Kinder im Alter zwischen 5 und 10 Jahren [Language assessment for children aged 5–10] Göttingen, Germany: Hogrefe. First citation in articleGoogle Scholar

  • Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40, 551–577. https://doi.org/10.1017/S0272263117000407 First citation in articleCrossref, Google Scholar

  • Pungello, E. P., Iruka, I. U., Dotterer, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood. Developmental Psychology, 45, 544–557. https://doi.org/10.1037/a0013917 First citation in articleCrossref, Google Scholar

  • Rausch, J. R., Maxwell, S. E., & Kelley, K. (2010). Analytic methods for questions pertaining to a randomized pretest, posttest, follow-up design. Journal of Clinical Child & Adolescent Psychology, 32, 467–486. https://doi.org/10.1207/S15374424JCCP3203_15 First citation in articleCrossref, Google Scholar

  • Ritterfeld, U. (2003). Auditive Aufmerksamkeit und Sprachlernen: Explikation eines impliziten Zusammenhangs [Auditory attention and language acquisition: Explicating implicit assumptions]. Die Sprachheilarbeit, 48, 4–10. First citation in articleGoogle Scholar

  • Ritterfeld, U., Klimmt, C., & Netta, P. (2010). Media use of preschool children with and without Specific Language Impairment (SLI): A diary-based comparison. MERZ Wissenschaft, 6, 80–93. First citation in articleGoogle Scholar

  • Ritterfeld, U., Klimmt, C., Vorderer, P., & Steinhilper, L. K. (2005). The effects of a narrative Audiotape on preschoolers’ entertainment experience and attention. Media Psychology, 7, 47–72. https://doi.org/10.1207/S1532785XMEP0701_3 First citation in articleCrossref, Google Scholar

  • Ritterfeld, U., Pahnke, B., & Lüke, T. (2012). Vergleich der Mediennutzung einsprachig und mehrsprachig aufwachsender Kinder zwischen drei und sechs Jahren [Comparison of media usage in mono- vs. bilingual preschoolers]. Sprache Stimme Gehör, 36, 3–10. https://doi.org/10.17877/DE290R-10343 First citation in articleCrossref, Google Scholar

  • Ritterfeld, U., & Weber, R. (2006). Video games for entertainment and education. In P. VordererJ. BryantEds., Playing video games-motives, responses, and consequences (pp. 399–413). Mahwah, NJ: Erlbaum. https://doi.org/10.1111/j.1460-2466.2006.00323.x First citation in articleGoogle Scholar

  • Rubin, D. B. (2004). Multiple imputation for nonresponse in surveys. Hoboken, NJ: Wiley-Interscience. First citation in articleGoogle Scholar

  • Sänger, M. (2018). Viel Vergnügen?! Evaluation des Rezeptionserlebens von ein- und mehrsprachigen Schülerinnen und Schülern im Alter von 8 bis 14 Jahren durch das sprachförderliche Hörspiel „Die Wetterschacht-Detektive” [Have a good time?! Evaluating the entertainment value of „Die Wetterschacht-Detektive” audio stories in mono- and bilingual children aged 8–14]. (Unpublished Master thesis). TU Dortmund. First citation in articleGoogle Scholar

  • Singer, D. G.Singer, J. L. (Eds.). (2001). Handbook of children and the media. Thousand Oaks, CA: Sage. First citation in articleGoogle Scholar

  • Stanat, P., Rauch, D., & Segeritz, M. (2010). Schülerinnen und Schüler mit Migrationshintergrund [Students with migrant background]. In E. KliemeC. ArteltJ. HartigN. JudeO. KöllerM. PrenzelP. StanatEds., PISA 2009: Bilanz nach einem Jahrzehnt (pp. 200–228). Münster, Germany: Waxmann. First citation in articleGoogle Scholar

  • Suggate, S. P. (2015). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49, 77–96. https://doi.org/10.1177/0022219414528540 First citation in articleCrossref, Google Scholar

  • Suggate, S. P., Schaughency, E. A., & Reese, E. (2011). The contribution of age and reading instruction to oral narrative and pre-reading skills. First Language, 31, 379–403. https://doi.org/10.1177/0142723710395165 First citation in articleCrossref, Google Scholar

  • Vaahtoranta, E., Suggate, S., Jachmann, C., Lenhart, J., & Lenhard, W. (2018). Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Language, 38, 198–217. https://doi.org/10.1177/0142723717737452 First citation in articleCrossref, Google Scholar

  • van Buuren, S., Brand, J. P., Groothuis-Oudshoorn, C. G., & Rubin, D. B. (2006). Fully conditional specification in multivariate imputation. Journal of Statistical Computation and Simulation, 76, 1049–1064. https://doi.org/10.1080/10629360600810434 First citation in articleCrossref, Google Scholar

  • Vorderer, P., Böcking, S., Klimmt, C., & Ritterfeld, U. (2006). What makes preschoolers listen to narrative audio tapes? Zeitschrift für Medienpsychologie, 18, 9–18. https://doi.org/10.1026/1617-6383.18.1.9 First citation in articleLink, Google Scholar

  • Vorderer, P., Klimmt, C., & Ritterfeld, U. (2004). Enjoyment: At the heart of media entertainment. Communication Theory, 14, 388–408. https://doi.org/10.1111/j.1468-2885.2004.tb00321.x First citation in articleCrossref, Google Scholar

  • Vorderer, P., Ritterfeld, U., & Klimmt, C. (2001). Spaß am Hören. Hörspielkassetten als sprachförderliche Unterhaltungsangebote für Vorschulkinder [Enjoy listening. Entertaining auditory tapes facilitating language acquisition in preschoolers]. Medien- und Kommunikationswissenschaft, 4, 462–479. https://doi.org/10.5771/1615-634x-2001-4-462 First citation in articleCrossref, Google Scholar

  • Wang, H., & Singhal, A. (in press). Theorizing Entertainment-Education: A complementary perspective to the development of entertainment theory. In P. VordererC. KlimmtEds., The Oxford handbook of entertainment theory. Oxford, UK: Oxford University Press. First citation in articleGoogle Scholar

  • Weiß, R. H. (2008). CFT 20-R: Grundintelligenztest Skala 2 – Revision [Culture Fair Intelligence Test–CFIT]. Göttingen, Germany: Hogrefe. First citation in articleGoogle Scholar

  • Whittingham, J., Huffman, S., Christensen, R., & McAllister, T. (2013). Use of audiobooks in a school library and positive effects of struggling readers’ participation in a library-sponsored audiobook club. School Library Research, 16. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SLR_Use_of_AudiobooksV16.pdf First citation in articleGoogle Scholar

  • Wolfson, G. (2008). Using audiobooks to meet the needs of adolescent readers. American Secondary Education, 36, 105–114. First citation in articleGoogle Scholar