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Two approaches to systematic word review were integrated into an 18-week program of extended vocabulary instruction with kindergarten students from three high-need urban schools. Words in the embedded and semantically related review conditions received systematic and distributed review. In the embedded review condition, brief word definitions were integrated into the narratives of multiple storybooks. In the semantically related review condition, in-depth word review with explicit emphasis on semantic features and associations was provided during extension activities. Systematic review resulted in an almost twofold increase in target word learning. Embedded review was effective and time efficient, whereas semantically related review was time intensive but resulted in higher levels of word learning. There was a significant gain in Peabody Picture Vocabulary Test—III standard scores following the intervention.
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In this article, the authors assist teachers who are working with young students at risk for reading disabilities by helping make sense of the large—but unwieldy—scientific knowledge base. They offer a conceptual framework for thinking about beginning reading instruction and intervention across three dimensions: the content of instruction (what to teach), the delivery of instruction (how to teach), and the timing of instruction (when to teach). The authors discuss each of these dimensions and describe how teachers can use them to help organize and make sense of what we know about beginning reading instruction for students experiencing reading difficulties.
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Abstract The purpose of this study was to compare 2 methods for directly teaching word meanings to kindergarten students within storybook read‐alouds that varied in instructional time and depth of instruction along with a control condition that provided students with incidental exposure to target words. Embedded instruction introduces target word meanings during storybook readings in a time‐efficient manner. Extended instruction is more time intensive but provides multiple opportunities to interact with target words outside the context of the story. Participants included 42 kindergarten students who were taught 9 target words, 3 with each method. Target words were counterbalanced in a within‐subjects design. Findings indicated that extended instruction resulted in more full and refined word knowledge, while embedded instruction resulted in partial knowledge of target vocabulary. Implications are discussed in relation to the strengths and limitations of different approaches to direct vocabulary instruction in kindergarten and the trade‐offs between instruction that focuses on teaching for breadth versus depth.
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The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research–based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research–based classroom vocabulary instruction. Students with the 20 lowest scores on the Peabody Picture Vocabulary Test–III administered at pretest received additional small–group supplemental vocabulary intervention. Results of within–subjects comparisons indicated that, overall, at–risk students made greater gains in word knowledge on target words that received the supplemental intervention as compared to words that received only classroom–based instruction. In addition, at–risk students who received the supplemental intervention demonstrated word–learning gains that approached those of their peers who received classroom instruction alone. Implications along with limitations of the current study and directions for future research are discussed.
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This article examines the role of direct instruction in promoting listening and reading comprehension. Instructional examples from 2 programs of intervention research focused on improving comprehension; the Story Read Aloud Program and the Embedded Story Structure Routine are used to illustrate principles of direct instruction. An analysis of these 2 approaches suggests that direct instruction principles are effective in supporting students with varied achievement levels and that these principles can be used to enhance comprehension among students at very different points in reading development. These evidence-based approaches also illustrate that direct instruction can be designed to support complex learning and the development of higher order cognitive strategies.
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The purpose of this study was to investigate the efficacy of an 18-week program of direct and extended vocabulary instruction with kindergarten students on both proximal measures of target word knowledge and transfer measures of generalized language and literacy. A second purpose was to examine whether treatment effects would be moderated by initial receptive vocabulary knowledge measured at pretest. In a quasi-experimental design, 80 kindergarten students from schools serving large at-risk populations were taught the meanings of 54 vocabulary words within interactive story read alouds over 36 half-hour instructional lessons (2 lessons per week over 18 weeks). An additional 44 students served as a no-treatment control. Findings indicated that students who received vocabulary instruction outperformed controls on a measure of target word knowledge as well as measures of generalized receptive vocabulary and listening comprehension. In addition, initial receptive vocabulary was strongly related to posttest performance on all measures. Implications are discussed in relation to supporting vocabulary development in the early grades within a multitier framework of instruction and intervention.
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- English (3)