Longer Term Effects of a Tier 2 Kindergarten Vocabulary Intervention for English Learners

被引：6

作者：

Vadasy, Patricia F. ^{[1
]}

Nelson, J. Ron ^{[2
]}

Sanders, Elizabeth A. ^{[3
]}

机构：

[1] Washington Res Inst, Seattle, WA USA

[2] Univ Nebraska, Dept Special Educ & Commun Disorders, Lincoln, NE USA

[3] Univ Washington, Coll Educ, Seattle, WA 98195 USA

来源：

REMEDIAL AND SPECIAL EDUCATION | 2013年 / 34卷 / 02期

关键词：

English learners; vocabulary; intervention; root word; multilevel modeling; ROOT WORD VOCABULARY; LANGUAGE; CHILDREN; LITERACY; IDENTIFICATION; ACQUISITION; FREQUENCY; KNOWLEDGE; GROWTH; INSTRUCTION;

D O I：

10.1177/0741932511420739

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study examines the longer term effectiveness of a standard protocol, Tier 2 supplemental vocabulary intervention for kindergarten English learners, designed to develop root word vocabulary knowledge and reinforce beginning word reading skills. Participating students in the original study (n = 93 treatment, 92 control) received 20 weeks of small group instruction from paraeducator tutors during kindergarten. After attrition, students (n = 74 treatment, 66 control) were followed up midyear Grade 1 on English measures of proximal and distal vocabulary as well as word reading. At 6 months postintervention, the treatment benefits were maintained on all three outcomes, and furthermore, there was no evidence to suggest that early receptive vocabulary knowledge moderated longer term treatment effects. Results also showed kindergarten intervention year gains in proximal (i.e., root word) vocabulary uniquely predicted midyear Grade 1 distal vocabulary above and beyond kindergarten gains in distal vocabulary. Implications for English learner early intervention are discussed.

引用

页码：91 / 101

页数：11

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