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The purpose of this study was to investigate theeffect of a storybook-based academic vocabulary learningintervention for young children from low-income families.The transition to primary school is particularly challengingfor low-income children. To help smooth this transition,this study implemented an academic vocabulary learningprogram using storybook-based activities. High-frequencygeneral academic vocabulary was extracted from a corpuscompiled from transcripts of kindergarten and primary-level classroom instruction, primary-level textbooks, andlesson plans presented in kindergarten curriculum guide-lines. An experimental group was provided with opportu-nities to learn the target academic vocabulary while readingstorybooks and participating in follow-up activities, when acontrol group participated in regular shared storybookreading sessions. The study found that the experimentalgroup showed significantly more growth than the controlgroup in knowledge of the target academic vocabulary