Re-reading books ‘aids learning’
CHILDREN who demand the same story be read to them over and over may be learning more than those who choose a different tale each time.
Researchers found repetition is more likely to help a child acquire a new vocabulary.
In an experiment, psychologist Dr Jessica Horst and a team at the University of Sussex exposed three-year-olds to two invented names for unfamiliar objects, such as a “sprock”.
One group heard three different stories with the new words over a week.
Another group heard only one story featuring the new words repeated over the week.
Those who heard just one story were better at remembering the new words than those who were read the three stories, in which the words featured in different contexts.
Dr Horst said: “It’s not the number of books but the repetition of each book that leads to greater learning.”
The study is published in the online journal Frontiers In Psychology.