Reading is a crucial basis for participation in today’s society. For reading acquisition, vocabulary knowledge in the language of instruction is an important foundation. In children with a first language that differs from the language of instruction (L2 learners), this relation between vocabulary and successful reading acquisition is even stronger. Nation (1995/1996) perceives insufficient vocabulary knowledge as one of the major barriers to reading acquisition for L2 learners. Hence, challenges in the language of instruction can lead to problems in reading development (Herzog-Punzenberger & Schnell, 2012). These problems in reading development can lead to a higher risk for L2 learners suffer educational disadvantages compared to first language learners (L1 learners) (Esser, 2006).
Since vocabulary knowledge plays such an important role in education, backlogs should be identified early in order to foster vocabulary specifically in those children who need support. To identify potential problems in children’s vocabulary knowledge, instruments are needed. These instruments should be (a) easy to handle for educators, (b) not too time-consuming, (c) able to identify vocabulary issues at an early age (best before the child’s school career starts) and (d) statistically satisfying.
Frequently, instruments in the kindergarten setting rely on the observation of individual children. With these observation tools, educators need to observe and take notes for each child. The usage of group screenings to identify children with potential problems in vocabulary knowledge could save time and ease the workload for educators.
The GraWo (Grazer Wortschatztest: Seifert, Paleczek, Schwab, & Gasteiger-Klicpera, 2017) is a screening instrument that was originally developed for usage in primary school settings (Grades 1-3; satisfying statistical criteria: rtt between .88 and .93; split-half-reliability .70-.87; standardized in a sample of more than 2400 students). It assesses receptive vocabulary skills, thus the processing of the form of a word presented (in this case) orally and the retrieval of its meaning (Nation, 2013). To our knowledge, there is no such instrument assessing vocabulary in a group screening in the German language for the kindergarten.
In the present study, following research questions were posed:
(1) Are educators satisfied with the current situation concerning instruments that focus on kindergarteners’ vocabulary knowledge?
(2) Is the usage of a group screening possible with kindergarteners?
(3) If so, which factors need to be considered (group size, group constellation, answering mode for the children in the group, duration, L1 and L2 learners, etc.)?