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ERIC Number: EJ946058
Record Type: Journal
Publication Date: 2011
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0741-9325
Enhancing the Vocabulary Knowledge of First-Grade Children with Supplemental Booster Instruction
Puhalla, Eve M.
Remedial and Special Education, v32 n6 p471-481 Nov-Dec 2011
This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66 students participated in the study, 44 identified as at risk and 22 as average-achieving peers. Students identified as at risk were randomly assigned to either a booster group, where they received explicit instruction of selected storybook vocabulary, or a no booster group, where they received vocabulary instruction in the context of read alouds through an experimental Read Aloud curriculum. A repeated measures design was employed to compare the effects of the intervention. Results indicate that students in the booster group significantly outperformed the students in the no booster and average-achieving peers groups on storybook vocabulary measures. (Contains 3 tables and 2 figures.)
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: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)