Exploring vocabulary learning in children with and without a developmental language disorder: A mixed-methods approach comparing enhanced animated and static story modes of delivery

Background. Storytelling is an effective way to teach new words to children. As digital learning develops, it is increasingly important to identify optimal online storytelling methods and to pair these with teaching strategies to facilitate vocabulary learning in children with diverse language profiles.
Method. A systematic review is performed to identify the state of knowledge, and merits and weakness of existing literature that evaluates the effects of animated and static storytelling on new word learning (NWL) in children with various language profiles. A two-phase experimental study was performed that involved repeated measures in five storytelling sessions, BPVS-2 vocabulary tests, an online survey, and a repeated measures vocabulary test of 42 words (including control untaught words) that was specifically designed for this research (referred to as the “Spekabo” test). Phases were performed on different groups. Phase 1: a within-subject design involving nine typically developing (TD) children (aged 5–6), compared vocabulary learning (pre- and post- measures) following exposure to two modes of storytelling delivery: pre-recorded animated stories with definitions, and online human-delivered static stories with dialogic reading. Phase 2 was a case series that involved recruitment of three children (aged 8–11) with a developmental language disorder (DLD) for whom vocabulary learning was assessed (pre-, post-, and follow-up measures) using the same storytelling delivery modes as in phase 1.
Results. The systematic review examined NWL in TD children, children from families of low socioeconomic status, and second-language learners. NWL was greater when involving animated stories, but for children with DLD this was greater when involving static stories (without Dialogic reading strategies). Study findings varied depending on factors such as session count, age group, child language profile, vocabulary measure (receptive or expressive), and teaching strategy. In experimental phase 1, vocabulary in TD children improved with both delivery modes, but only in the human mode-of-delivery did it improve significantly. In phase 2, children with DLD also improved with both mediums, but gains were increased and more sustained when a story was relayed via the human mode-of-delivery. Conclusion. Storytelling supports vocabulary learning when combined with suitable teaching strategies. Children’s language profiles and chosen outcome measures can influence the results, with human-delivered stories with dialogic reading strategies showing more promising vocabulary gains across both TD children and those with DLD.