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ERIC Number: EJ918513
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0741-9325
Enhancing Vocabulary Intervention for Kindergarten Students: Strategic Integration of Semantically Related and Embedded Word Review
Zipoli, Richard P., Jr.; Coyne, Michael D.; McCoach, D. Betsy
Remedial and Special Education, v32 n2 p131-143 Mar-Apr 2011
Two approaches to systematic word review were integrated into an 18-week program of extended vocabulary instruction with kindergarten students from three high-need urban schools. Words in the embedded and semantically related review conditions received systematic and distributed review. In the embedded review condition, brief word definitions were integrated into the narratives of multiple storybooks. In the semantically related review condition, in-depth word review with explicit emphasis on semantic features and associations was provided during extension activities. Systematic review resulted in an almost twofold increase in target word learning. Embedded review was effective and time efficient, whereas semantically related review was time intensive but resulted in higher levels of word learning. There was a significant gain in "Peabody Picture Vocabulary Test-III" standard scores following the intervention. (Contains 5 tables and 1 figure.)
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 - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
IES Funded: Yes
Grant or Contract Numbers: R324L060026; R305G030250