Literacy Learning in Spain

Abstract

This study demonstrates the effectiveness of contextualized resources, such as picturebooks, in facilitating vocabulary acquisition in early childhood education. Results indicate that children exposed to picturebooks significantly outperformed those using decontextualized games in both passive and active vocabulary learning. This suggests that picturebooks, with their rich contextual support, provide a more effective framework for understanding and retaining new words. The findings also highlight the importance of carefully selecting texts and illustrations to enhance learning outcomes. While picturebooks are valuable tools, further research is needed to explore their broader benefits and to identify optimal strategies for vocabulary acquisition in young learners.