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An investigation of the impact of small group direct vocabulary instruction on the vocabulary development of kindergarten children living in poverty
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Abstract:
The purpose of this study was to determine the extent to which tri-weekly evidence-based vocabulary lessons implemented throughout the regular school day would increase kindergarten students’ expressive and receptive vocabulary development, thus decreasing the vocabulary gap exhibited between low-income children and their more advantaged peers upon entering kindergarten. The participants in this study were kindergarten students at an elementary school in the Midwest. The students in the control group received their normal vocabulary instruction from the district’s adopted reading series. The experimental group students received instruction from the evidence-based direct instruction vocabulary lessons found in Judy Montgomery’s The Bridge of Vocabulary. Data was collected before and after the intervention took place using the Peabody Picture Vocabulary Test, Fourth Edition and the Expressive Vocabulary Test, Second Edition, and was analyzed using an ANOVA to compare growth. Analysis showed that students who received the vocabulary intervention made significantly greater growth in both expressive and receptive vocabulary development than students who received vocabulary instruction from the adopted reading series. More specifically, the students from poverty who received the intervention made significantly greater vocabulary development than the students from poverty who did not receive the intervention. ; Department of Elementary Education ; Thesis (Ph. D.)
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Keyword:
Language arts (Kindergarten); Poor children -- Education (Early childhood); Vocabulary - Study and teaching (Early childhood)
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URL: http://cardinalscholar.bsu.edu/handle/123456789/197389
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"Contradictions, Clashes, Cominglings": The Syncretic Literacy Projects of Young Bilinguals
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In: Teacher Education Faculty Publications (2013)
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"We’ve Been Doing It Your Way Long Enough": Syncretism as a Critical Process
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In: Teacher Education Faculty Publications (2013)
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Guest Editors’ Introduction: Syncretism and Syncretic Literacies
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In: Teacher Education Faculty Publications (2013)
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Examining Children's Language Experiences Across Pre-K Classroom Activity Settings
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In: Huang, Yiching Deborah. (2013). Examining Children's Language Experiences Across Pre-K Classroom Activity Settings. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/00n052qj (2013)
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Examining Children's Language Experiences Across Pre-K Classroom Activity Settings
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Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments
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In: Miller, Allyson Laura. (2013). Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments. UCLA: Education - Ed.D. Leadership 0659. Retrieved from: http://www.escholarship.org/uc/item/5bs0b9d2 (2013)
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Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments
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Kinder Habitats: Teacher Perspectives and the Results of a Professional Development on Managing Kindergarten Literacy Environments
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Behaviour and Language Development in Infants at Risk for ASD: The Role of Early Attention Preferences and Early Language Development ...
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My Journey with Prisoners: Perceptions, Observations and Opinions
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In: http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648 (2013)
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Small groups, big gains: Efficacy of a tier 2 phonological awareness intervention with preschoolers using a multiple-baseline design
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1373485234 (2013)
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Language Socialization of Chinese Children in the American Midwest: Learning to Write in American Preschool, Chinese Sunday School, and at Home
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1357162249 (2013)
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Vietnamese early childhood teacher education and new early childhood education practice: a cultural-historical analysis
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The effects of the classroom schedule and teacher beliefs on Head Start teacher-child interactions
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Critical discourse analysis of multicultural education policies and their local implementation in Korea
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Lee, Younsun. - : Teachers College, Columbia University, 2013
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Teachers' perceptions of oral language and vocabulary development of children in poverty: A phenomenological study
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A qualitative study of Chinese parents' beliefs, involvement and challenges in support of their children's English language development in China
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Sun, Zaodi. - : California State University, Long Beach, 2013
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Litriocht na nOg sna Naionrai: Na Luathbhlianta
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In: Books/Book chapters (2013)
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INTERACTIONS AND RELATIONSHIPS BETWEEN KINDERGARTEN TEACHERS AND ENGLISH LANGUAGE LEARNERS
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