It is also possible that talk after

It is also possible that talk after reading when more associative tasks occurred cued the retrieval of mental representations constructed by the young listeners and, in turn, deepened lexical networks, thus enhancing their vocabulary (Matute et al., 2011; van Kleeck, 2008). This finding was consistent with works by Silverman(2007) and others that engaging children in deeper and active analysis of word meanings may be more effective than merely relating words to the context of the story or to personal experiences than in less analytical and context-specific ways. Findings also supported Beck and McKeown showing that word-related teacher talk after reading may provide a rich context from which to build initial vocabulary understandings and allow rich story understandings without interrupting the meaning building (Beck & McKeown,2007).