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ERIC Number: EJ1047875
Record Type: Journal
Publication Date: 2015-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1053-4512
Improving Vocabulary Skills of Kindergarten Students through a Multi-Tier Instructional Approach
Cuticelli, Mari; Coyne, Michael D.; Ware, Sharon M.; Oldham, Ashley; Loftus Rattan, Susan
Intervention in School and Clinic, v50 n3 p150-156 Jan 2015
There is a growing need for the inclusion of direct, explicit vocabulary instruction in the early elementary grades. Young children are entering school with a wide range of early literacy experiences, including vocabulary knowledge. Those students who are limited in their vocabulary knowledge are at a greater risk for later language and reading difficulties. When providing intensive vocabulary instruction to students who are at risk for language and reading difficulties, it is important to use features of effective instruction and intervention, including (a) direct, explicit instruction that includes extensive teacher modeling; (b) teacher and material scaffolding that carefully controls the level of task difficulty (e.g., moving from easier to more difficult tasks throughout the instruction); and (c) numerous practice opportunities with immediate and specific feedback.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A