Investigating video as a means to promote vocabulary for at-risk children.

Highlights: [•] Two kindergarten studies focused on using video to support word learning. [•] Results suggested that video and books have comparable effects on vocabulary. [•] Findings showed that repeated viewings are more effective than single viewings. [•] Analyses revealed differences by receptive and expressive outcomes. [•] However, results did not differ by levels of incoming vocabulary. [ABSTRACT FROM AUTHOR]