Remote Text-Supplemented Audiobook Intervention Supports Children's Explicit and Incidental Vocabulary Learning.

For proximal receptive vocabulary, there was a marginally significant interaction between reading status and the Audiobooks‐Only > Mindfulness contrast ( b = −1.049, SE = 0.536, p = 0.052), but not between reading status and the Audiobooks+Scaffold > Mindfulness contrast ( b = −0.120, SE = 0.563, p = 0.832).

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For SES, the interaction with the Audiobooks‐Only > Mindfulness contrast was not significant ( b = −0.114, SE = 0.716, p = 0.874), while the interaction with the Audiobooks+Scaffold > Mindfulness contrast approached significance ( b = −1.169, SE = 0.652, p = 0.076).

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