Nelson, J. Ron; Vadasy, Patricia F.; Sanders, Elizabeth A. (2011). Journal of Literacy Research, v43 n2 p184-211. Retrieved from: https://eric.ed.gov/?id=EJ950696
Reviewed: May 2021
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Woodcock Reading Mastery Test Revised Normative Update (WRMT-R/NU): Mean of Word Attack and Word Identification standard scores |
Early Vocabulary Connections vs. Interactive Shared Book Reading |
0 Days |
Full sample;
|
106.65 |
104.54 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Woodcock Reading Mastery Test-Revised/Norm Referenced (WRMT-R/NU) Word Attack Subtest |
Early Vocabulary Connections vs. Interactive Shared Book Reading |
6 Months |
Full sample;
|
108.12 |
103.88 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Root word vocabulary (Nelson et al. 2011) |
Early Vocabulary Connections vs. Interactive Shared Book Reading |
0 Days |
Full sample;
|
20.30 |
15.48 |
Yes |
|
|
|
|
Woodcock Reading Mastery Test Revised Normative Update (WRMT-R/NU): Word Comprehension subtest |
Early Vocabulary Connections vs. Interactive Shared Book Reading |
0 Days |
Full sample;
|
105.59 |
103.30 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Woodcock Reading Mastery Test Revised Normative Update (WRMT-R/NU): Word Comprehension subtest |
Early Vocabulary Connections vs. Interactive Shared Book Reading |
6 Months |
Full sample;
|
101.85 |
98.44 |
Yes |
|
||
|
Root word vocabulary (Nelson et al. 2011) |
Early Vocabulary Connections vs. Interactive Shared Book Reading |
6 Months |
Full sample;
|
23.58 |
21.65 |
Yes |
|
||
Characteristics of study sample as reported by study author.
The study took place in six public elementary schools in the U.S. Midwest.
A total of 185 students (93 in the intervention group and 92 in the comparison group) were included in the study. The 185 students were in 26 kindergarten classrooms. The sample was 52% male and 48% female. All students in the sample were English Learners from Spanish-speaking households. The authors did not provide information on the race or ethnicity of the sample or the percentage of sample members eligible for free or reduced-price lunch.
Early Vocabulary Connections is supplemental reading vocabulary program that focuses on reading, vocabulary and decoding skills of students learning the English language or who have literacy deficits. The intervention was administered to small groups for 20 minutes per day, 5 days per week from October to April and was designed to connect to the beginning core reading instruction provided to all children. The tutor used a 12x17 inch presentation manual to present lessons to small groups. Each page was one lesson divided into two parts with instructions on each side in large print. One target word was taught per session and lessons had a consistent format. The intervention had six components that included both word recognition and production tasks: (1) word blending and spelling to reinforce decoding skills, (2) word meaning to introduce the meaning of new target words in a scaffolded context, (3) fast read passage to reinforce students' understanding of target words and reinforce decoding skills, (4) sentence completion to reinforce understanding of target words and develop comprehension sequencing skills, (5) word meaning match to check student understanding of word meaning, and (6) say a sentence to reinforce students' understanding of the meaning of target words.
The comparison condition was based on interactive book reading to control for instructional time. Interactive book reading was administered to small groups for 20 minutes per day, 5 days per week from October to April. Vocabulary instruction was organized around a target word and 2 to 4 conceptually related words. Tutors used storybooks that contained target intervention curriculum words and 5x8 inch picture cards with child-friendly definitions to introduce target words, engage students, and support expanded explanations and student use of word meanings. There was a three-step instructional sequence for the comparison condition: (1) tutors used the picture cards to introduce and define the target and conceptually related words, (2) tutors asked open-ended questions connected to the target and related words during and after reading the storybook, (3) tutors provided opportunities for children to use target and associated words independently after reading the book.
Tutors were trained during an initial 4-hour session to deliver Early Vocabulary Connections or the comparison interactive book reading intervention. Researchers used a five-step process to train the tutors: (1) trainers provided an overview of the theory and research base for the program, (2) trainers modeled the implementation activities with the tutors, (3) trainers created simulated practice conditions to ensure tutors obtained a high level of skill performance, (4) trainers provided structured feedback to tutors on their performance, (5) data collectors monitored treatment fidelity and trainers provided ongoing instruction and modeling when needed to ensure high quality implementation. After the intervention began, project staff observed the first three lessons for each tutor to provide corrective feedback. Project staff then observed tutors on six additional occasions to assess fidelity and provide feedback as needed.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Vadasy, Patricia F.; Nelson, J. Ron; Sanders, Elizabeth A. (2013). Longer Term Effects of a Tier 2 Kindergarten Vocabulary Intervention for English Learners. Remedial and Special Education, v34 n2 p91-101.
Reviewed: April 2014
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Characteristics of study sample as reported by study author.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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Study findings for this report.
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