Racing against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention

Autor/inn/en	Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L.
Titel	Racing against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Quelle	In: Exceptional Children, 85 (2019) 2, S.163-179 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coyne, Michael D.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/0014402918789162
Schlagwörter	Individual Differences; Vocabulary Development; Receptive Language; Kindergarten; Teaching Methods; At Risk Students; Learning Problems; Language Impairments; Pretests Posttests; Expressive Language; Measures (Individuals); Listening Comprehension; Response to Intervention; Intelligence Tests; Verbal Ability; Listening Comprehension Tests; Control Groups; Experimental Groups; Scores; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Individueller Unterschied; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernproblem; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Messdaten; Hörverständnis; Intelligence test; Intelligenztest; Mündliche Leistung; Hörverstehensübung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01