ED527097 - Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-Up Impact Report and Exploratory Analyses of Kindergarten Impacts. Final Report. NCEE 2012-4009

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Record Details Full-Text Availability Options:  ERIC Full Text (1673K) Related Items: Show Related Items Click on any of the links below to perform a new search ERIC #: ED527097 Title: Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-Up Impact Report and Exploratory Analyses of Kindergarten Impacts. Final Report. NCEE 2012-4009 Authors: Goodson, Barbara; Wolf, Anne; Bell, Steve; Turner, Herb; Finney, Pamela B. Descriptors: Low Income Groups; Observation; Vocabulary; Teacher Surveys; Quality Control; Program Effectiveness; Counties; Kindergarten; Followup Studies; Vocabulary Development; Quality Assurance; Grade 1; Listening Comprehension; Intervention; Reading Aloud to Others; Reading Achievement; Academic Achievement; Phonological Awareness; Age Differences; Young Children; Low Achievement; Educational Strategies; Instructional Materials; Outcomes of Education; Expressive Language; Reading Instruction; Literacy; Literacy Education; Decoding (Reading); Student Evaluation; Predictor Variables Source: National Center for Education Evaluation and Regional Assistance More Info: Help Peer Reviewed: Yes Publisher: National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/ Publication Date: 2011-12-00 Pages: 186 Pub Types: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires Abstract: This study is the first randomized study of the impacts of the vocabulary instruction program Kindergarten PAVEd for Success (K-PAVE) (Hamilton and Schwanenflugel 2011) on low-income students in kindergarten and grade 1. The study has two components. The first component is a test of the impacts of one year of the K-PAVE vocabulary instruction in kindergarten, before students have encountered formal reading instruction (the kindergarten study). The second component is a test of whether the effects of the vocabulary instruction in kindergarten are sustained beyond the intervention period, in grade 1 (the grade 1 follow-up study). This report presents the findings from the grade 1 follow-up study, which followed students who were part of the kindergarten sample into grade 1. During grade 1, no students received K-PAVE; the study was designed to determine whether the impacts found at the end of kindergarten were sustained in grade 1. The report also presents supplemental findings on impacts at the end of kindergarten and discusses outcomes that were not addressed in the kindergarten report. Appended are: (1) K-PAVE Materials Provided to Teachers; (2) Sample Weekly Unit from K-PAVE Program; (3) List of K-PAVE Target Words; (4) Mississippi Counties with Study Schools; (5) Exploratory Analyses of Kindergarten Impacts on Components of Classroom Vocabulary and Comprehension Support, Student Lexical Diversity, and Teacher Lexical Diversity; (6) Statistical Power Analysis; (7) Random Assignment; (8) Recruitment and Random Selection of the Student Sample; (9) Comparison of Students Missing and Not Missing Baseline Assessment; (10) Model Specifications; (11) Sensitivity Analyses; (12) Imputation of Missing Data; (13) Data Collection Procedures; (14) Data Quality Assurance Procedures; (15) School, Teacher, and Student Covariates; (16) Unadjusted Sample Means and Standard Deviations for Outcome Measures; (17) Classroom Observation Measures Used to Create Vocabulary and Comprehension Support Outcome Variables; and (18) Teacher Survey. (Contains 6 figures, 53 tables, 1 map and 69 footnotes.) [For related report, "The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): Kindergarten Final Evaluation Report. NCEE 2010-4014," see ED512900.] Abstractor: ERIC Reference Count: 84 Note: N/A Identifiers: Mississippi; Kaufman Test of Educational Achievement; Woodcock Johnson Tests of Achievement Record Type: Non-Journal Level: N/A Institutions: National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Southeast (ED) Sponsors: N/A ISBN: N/A ISSN: N/A Audiences: N/A Languages: English Education Level: Elementary Education; Grade 1; Kindergarten Direct Link:		Related Items The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): Kindergarten Final Evaluation Report. NCEE 2010-4014 WWC Quick Review of the Report "The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten" Preventing a Vocabulary Lag: What Lessons Are Learned from Research Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context Two-Year Follow-Up of a Kindergarten Phonics Intervention for English Learners and Native English Speakers: Contextualizing Treatment Impacts by Classroom Literacy Instruction More Related Items Microfiche to Megabytes Help ERIC expand online access to documents currently available only on microfiche. Learn more about our efforts.

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