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ERIC Number: EJ1202483
Record Type: Journal
Publication Date: 2019-Jan
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0014-4029
Racing against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L.
Exceptional Children, v85 n2 p163-179 Jan 2019
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention within a multitiered-system-of-support (MTSS) or response-to-intervention framework. Participants included students from two previous studies identified as at risk for language and learning difficulties who were randomly assigned in clusters to receive small-group vocabulary intervention in addition to classroom vocabulary instruction (n = 825) or to receive classroom vocabulary instruction only (n = 781). A group of not-at-risk students (n = 741) who received classroom vocabulary instruction served as a reference group. Initial vocabulary knowledge measured at pretest moderated the impact of intervention on experimenter-developed measures of expressive vocabulary learning and listening comprehension favoring students with higher initial vocabulary knowledge. Tier-2 intervention substantially counteracted the Matthew effect for target word learning. Intervention effects on listening comprehension depended on students' initial vocabulary knowledge. Implications present benefits and challenges of supporting vocabulary learning within an MTSS framework.
SAGE Publications. 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 - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Center for Special Education Research (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R324A110135
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations