Supporting Vocabulary Development within a Multitiered System of Support: Evaluating the Efficacy of Supplementary Kindergarten Vocabulary Intervention

Autor/inn/en	Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon M.; Loftus-Rattan, Susan M.; Baker, Doris Luft; Santoro, Lana Edwards; Oldham, Ashley C.
Titel	Supporting Vocabulary Development within a Multitiered System of Support: Evaluating the Efficacy of Supplementary Kindergarten Vocabulary Intervention
Quelle	In: Journal of Educational Psychology, 114 (2022) 6, S.1225-1241 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coyne, Michael D.) ORCID (McCoach, D. Betsy) ORCID (Loftus-Rattan, Susan M.) ORCID (Baker, Doris Luft) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000724
Schlagwörter	Kindergarten; Young Children; Vocabulary; Verbal Ability; Vocabulary Development; Intervention; Instructional Effectiveness; Multi Tiered Systems of Support; At Risk Students; Language Impairments; Learning Problems; Control Groups; Knowledge Level; Small Group Instruction; Supplementary Education; Listening Comprehension; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Frühe Kindheit; Wortschatz; Mündliche Leistung; Wortschatzarbeit; Unterrichtserfolg; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Lernproblem; Wissensbasis; Ergänzungsunterricht; Hörverständnis
Abstract	We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction for 15 min to 20 min per day over the course of the year. We identified students at risk for language and learning difficulties who scored below the 30th percentile on the Peabody Picture Vocabulary Test-4 (PPVT-4; Dunn & Dunn, 2007) and randomly assigned them in clusters to either the control group (n = 453) that received only the classroom vocabulary instruction, or to the treatment group (n = 468) that received the classroom instruction plus small-group supplemental intervention for 30 min, four times per week between November and May. Analyses using multilevel modeling indicated that students who received supplemental vocabulary intervention outperformed control group students on measures of target vocabulary taught during whole-class and small-group instruction and listening comprehension of passages that included taught vocabulary. There were no effects on standardized measures of vocabulary. At-risk students who received the supplemental intervention also eliminated vocabulary learning differences with typically achieving students (n = 430) who received only classroom vocabulary instruction on words targeted for instruction. Findings suggest that supplemental vocabulary intervention that reinforces content taught during classroom instruction implemented within an MTSS framework can accelerate the learning of at-risk students on proximal and near transfer outcomes that are aligned with the content and focus of the instruction and that MTSS offer a feasible framework for schools to provide effective and efficient vocabulary supports to students in the primary grades. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01