The purpose of this study was to determine the extent to which tri-weekly
evidence-based vocabulary lessons implemented throughout the regular school day would
increase kindergarten students’ expressive and receptive vocabulary development, thus
decreasing the vocabulary gap exhibited between low-income children and their more
advantaged peers upon entering kindergarten. The participants in this study were
kindergarten students at an elementary school in the Midwest. The students in the control
group received their normal vocabulary instruction from the district’s adopted reading
series. The experimental group students received instruction from the evidence-based
direct instruction vocabulary lessons found in Judy Montgomery’s The Bridge of
Vocabulary. Data was collected before and after the intervention took place using the
Peabody Picture Vocabulary Test, Fourth Edition and the Expressive Vocabulary Test,
Second Edition, and was analyzed using an ANOVA to compare growth.
Analysis showed that students who received the vocabulary intervention made
significantly greater growth in both expressive and receptive vocabulary development than students who received vocabulary instruction from the adopted reading series. More
specifically, the students from poverty who received the intervention made significantly
greater vocabulary development than the students from poverty who did not receive the
intervention. / Department of Elementary Education
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/197389 |
| Date | 20 July 2013 |
| Creators | Benson, Katie A. |
| Contributors | Clark, Patricia A. |
| Source Sets | Ball State University |
| Detected Language | English |
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