ERIC Number: EJ786232
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: N/A
Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure
Coyne, Michael D.; McCoach, D. Betsy; Kapp, Sharon
Learning Disability Quarterly, v30 n2 p74-88 Spr 2007
The purpose of the two studies reported in this article was to evaluate the effectiveness of extended vocabulary instruction during storybook reading with kindergarten students within a small-group intervention setting. Extended vocabulary instruction is characterized by explicit teaching that includes both contextual and definitional information, multiple exposures to target words in varied contexts, and experiences that promote deep processing of word meanings. In Study One, we compared extended instruction of target words to incidental exposure. In Study Two, we compared extended instruction to embedded instruction (i.e., providing simple definitions within the context of the story). Our findings indicated that extended instruction resulted in greater word learning than either incidental exposure or embedded instruction. Moreover, students maintained much of their understanding of word meanings six to eight weeks after instruction. Implications are discussed in relation to a tri-level approach to vocabulary instruction and intervention for kindergarten students at risk for language and reading disabilities. (Contains 3 tables and 1 figure.)
Descriptors: Intervention, Vocabulary Development, High Risk Students, Kindergarten, Instructional Effectiveness, Childrens Literature, Reading Aloud to Others, Small Group Instruction, Teaching Methods, Comparative Analysis
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305G030250