Direct and extended vocabulary instruction in Kindergarten: Investigating transfer effects

Journal of Research on Educational Effectiveness

Volumn 3, Issue 2, 2010, Pages 93-120

  Coyne, Michael D ^a   Betsy McCoach, D ^a   Loftus, Susan ^b   Zipoli Jr , Richard ^c   Ruby, Maureen ^d   Crevecoeur, Yvel C ^e   Kapp, Sharon ^f  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b UNIVERSITY OF RHODE ISLAND   (United States)

^c West Hartford Public Schools   (United States)

^d EASTERN CONNECTICUT STATE UNIVERSITY   (United States)

^e CITY COLLEGE OF NEW YORK   (United States)

^f Marlborough Public Schools MA   (United States)

Author keywords

Kindergarten students; Listening comprehension; Storybook reading; Vocabulary instruction

Indexed keywords

EID: 79960900782     PISSN: 19345747     EISSN: 19345739     Source Type: Journal    
DOI: 10.1080/19345741003592410     Document Type: Article

References (52)

1. Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
2. Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16(4), 14-18, 44-47.
3. Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and focused instruction. Elementary School Journal, 107, 251-271.
4. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.
5. Becker, W. C. (1977). Teaching reading and language to the disadvantaged: What we have learned from field research. Harvard Educational Review, 47, 518-543.
6. Biemiller, A. (2001). Teaching vocabulary: Early, direct, and sequential. American Educator, 25, 24-29.
7. Biemiller, A., & Boote, C. (2006). An effective method for building vocabulary in primary grades. Journal of Educational Psychology, 98, 44-62.
8. Biemiller, A., & Slonim, N. (2001). Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition. Journal of Educational Psychology, 93, 498-520.
9. Brabham, E. G., & Lynch-Brown, C. (2002). Effects of teachers' reading aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades. Journal of Educational Psychology, 94, 465-473.
10. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 264-293). Cambridge, MA: MIT Press.
11. Catts, H. W., Hogan, T. P., & Adolf, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kahmi (Eds.), The connections between language and reading disabilities (pp. 25-40). Mahwah, NJ: Erlbaum.
12. Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction with embedded instruction and incidental exposure. Learning Disabilities Quarterly, 30, 74-88.
13. Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth vs. depth. Elementary School Journal, 110, 1-18.
14. Coyne, M. D., Simmons, D. C., Kame'enui, E. J., & Stoomiller, M. (2004). Teaching vocabulary during shared storybook readings: An examination of differential effects. Exceptionality, 12, 145-162.
15. Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22(1-2), 8-15.
16. Dale, E., & O'Rourke, J. P. (1981). The living word vocabulary. Elgin, IL: Dome.
17. Dane, A.V., & Schneider, B.H. (1998). Program integrity in primary and early secondary prevention: Are implementation effects out of control? Clinical Psychology Review, 18, 23-45.
18. Dunn, L., & Dunn, L. (1997). Peabody Picture Vocabulary Test-III. Circle Pines, MN: American Guidance Service.
19. Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2, 1-44.
20. Elley, W. B. (1989). Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, 174-187.
21. Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., et al. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved March 3, 2009, from http://ies. ed.gov/ncee/wwc/publications/practiceguides/
22. Gersten, R., Fuchs, L. S., Compton, D., Coyne, M. D., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
23. Gresham, F. M., MacMillan, D. L., Beebe-Frankenberger, M. E., & Bocian, K. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented? Learning Disabilities Research and Practice, 15, 198-205.
24. Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
25. Kimer-Simon, K. L. (2003). Storybook activities for improving language: Effects on language and literacy outcomes in Head Start preschool classrooms. Unpublished doctoral dissertation, University of Oregon, Eugene.
26. Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato's Problem: The Latent Semantic Analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240.
27. Lockett, J. N., & Shore, W. J. (2003). A narwhal is an animal: Partial word knowledge biases adults' decisions. Journal of Psycholinguistic Research, 32, 477-496.
28. Loftus, S., Coyne, M. D., McCoach, D. B., Zipoli, R., Kapp, S., & Pullen, P. (in press). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at-risk for language and literacy difficulties. Learning Disabilities Research & Practice.
29. Maas, C. J., & Hox, J. J. (2005). Sufficient sample sizes for multilevel modeling. Methodology: European Journal of Research Methods for the Behavioral and Social Sciences, 1, 86-92.
30. Nagy, W. E. (2007). Metalinguistic awareness and the vocabulary-comprehension connection. In R. K. Wagner, A. E. Muse, & K. R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 52-77). New York: Guilford.
31. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development.
32. Nicholson, T., & Whyte, B. (1992). Matthew effects in learning new words while listening to stories. In C. K. Kinzer & D. J. Leu (Eds.), Literacy research, theory, and practice: Views from many perspectives: Forty-first yearbook of the National Reading Conference (pp. 499-503). Chicago: National Reading Conference.
33. Pearson, P. D., Hiebert, E. H., & Kamil, M. L. (2007). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42, 282-296.
34. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew Effect? Journal of Educational Psychology, 94, 23-33.
35. Puhalla, E.M. (2005). Teaching vocabulary from narrative and information text: Examining the effects of instructional intensity and judicious review on the vocabulary and expressive language performance of first-grade children at-risk of early reading difficulties. Unpublished doctoral dissertation, Lehigh University, Bethlehem, Pennsylvania.
36. Robbins, C., & Ehri, L. C. (1994). Reading storybooks to kindergartners helps them learn new vocabulary words. Journal of Educational Psychology, 86, 54-64.
37. Salvia, J., & Ysseldyke, J. E. (Eds.). (1998). Assessment (7th ed.). Boston: Houghton Mifflin.
38. Scarborough, H. (2005). Developmental relationships between language and reading: Reconciling a beautiful hypothesis with some ugly facts. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 3-24). Mahwah, NJ: Erlbaum.
39. Senechal, M., Thomas, E., & Monker, J. (1995). Individual differences in 4-year-old children's acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
40. Share, D. L., & Leiken, M. (2004). Language impairment at school entry and later reading disability: Connections at lexical versus supralexical levels of reading. Scientific Studies of Reading, 8, 87-110.
41. Shefelbine, J. L. (1990). Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 22(1), 71-97.
42. Shore, W. J., & Kempe (1999). The role of sentence context in accessing partial knowledge of word meanings. Journal of Psycholinguistic Research, 28, 145-163.
43. Silverman, R. D. (2007). Vocabulary development of English-language and English-only learners in kindergarten. The Elementary School Journal, 107, 365-383.
44. Stahl, S. A. (1991). Beyond the instrumentalist hypothesis: Some relationships between word meanings and comprehension. In P. J. Schwanenflugel (Ed.), The psychology of word meaning (pp. 157-186). Hillsdale, NJ: Erlbaum.
45. Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.
46. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
47. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
48. Strong, C. (1998). Strong Narrative Assessment Procedure. Eau Claire, WI: Thinking Publications.
49. Van Kleeck, A., Stahl, S. S., & Bauer, E. B. (2003). On reading books to children: Parents and teachers. Mahwah, NJ: Erlbaum.
50. Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3-32.
51. What Works Clearinghouse. (2008). Procedures and standards handbook, version 2.0. [Electronic version]. Retrieved February 15, 2009, from http://ies.ed.gov/ ncee/wwc/pdf/wwc procedures v2 standards handbook.pdf
52. Zipoli, R., Coyne, M. D., & McCoach, D. B. (in press). Enhancing vocabulary intervention for kindergarten students: Strategic integration of semantically-related and embedded word review. Remedial & Special Education.