Vocabulary knowledge is essential for children’s reading success (Dickinson & Porche, 2011; Ouellette, 2006). Unfortunately, even before formal schooling begins, glaring differences in language ability exist between children from disadvantaged backgrounds and their more advantaged peers (Hart & Risley, 1995, Golinkoff et al., 2018; Fernald, Marchman, & Weisleder, 2013). Despite efforts to redress differences in vocabulary knowledge, previous interventions have made little progress (Wasik et al., 2016). Researchers have suggested that the translation of knowledge from the science of word learning to literacy research may be one way to increase the effectiveness of vocabulary instruction (Hassinger-Das et al., 2017). The current study is a vocabulary intervention for preschoolers that employs, and expands upon, principles from the psychology of word learning (that deep word knowledge can be built through semantic networking and through category formation) used in previous projects (Neuman et al., 2011; Neuman & Kaefer, 2018). Specifically, this project assesses if participants who are provided with an advanced organizer that aims to provide a foundation upon which to build richly-connected word knowledge show enhanced learning from the intervention. Results from this dissertation demonstrate that, when comparing two groups who received equivalent vocabulary instruction, the addition of an advanced organizer did not lead to enhanced depth of target word knowledge, categorization ability, or induction ability. However, overall, children in the study made significant gains on categorization ability and depth of target word knowledge. This study offers a first step into how vocabulary researchers might incorporate a foundational component to improve upon interventions. / Psychology

This study investigated a Response to Intervention (RtI) practice at the middle school level using a randomly assigned Tier 2 vocabulary intervention. Although RtI research has documented improvement in the academic performance of elementary-aged students, RtI research in support of improved student performance in secondary schools is not prevalent. This study randomly assigned 86 sixth, seventh, and eighth graders into either the treatment or control condition. The purpose was to investigate whether middle school vocabulary instruction impacted vocabulary and/or comprehension growth for identified at-risk students. The experimental condition showed significant results for vocabulary (p=.011) but not comprehension (p=.657) on easyCBM outcome measures. Results are discussed in relation to teaching vocabulary independent of teaching comprehension directly.