Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L. (2019). Exceptional Children, v85 n2 p163-179. Retrieved from: https://eric.ed.gov/?id=EJ1202483
Reviewed: November 2018
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 |
|---|---|---|---|---|---|---|---|---|
|
Expressive target word measure |
EVI (Extended Vocabulary Instruction) vs. Elements of Reading Vocabulary |
3 Weeks |
RCT: Full sample;
|
18.90 |
8.44 |
Yes |
|
|
|
Listening Comprehension (author developed) |
EVI (Extended Vocabulary Instruction) vs. Elements of Reading Vocabulary |
3 Weeks |
RCT: Full sample;
|
34.10 |
26.96 |
Yes |
|
|
|
Peabody Picture Vocabulary Test - IV |
EVI (Extended Vocabulary Instruction) vs. Elements of Reading Vocabulary |
3 Weeks |
RCT: Full sample;
|
91.66 |
91.39 |
No |
-- |
Characteristics of study sample as reported by study author.
| Black | 19% | |
| Other or unknown | 62% | |
| White | 19% |
| Hispanic | 38% | |
| Not Hispanic or Latino | 62% |
This study took place across 48 elementary schools that were in urban, suburban, and rural districts in both the eastern United States and the northwestern United States. All kindergarten classes from each of these 48 elementary schools participated in the study.
Gender was missing for approximately 7 percent of the randomized sample, 41 percent were identified as female, and 49 percent were identified as male. Approximately 18 percent were white, 19 percent were black, and 9 percent were some other race. About 38 percent of the sample was Latino or Latina, and for these participants race is not provided. Race and ethnicity were not observed for about 12 percent of the sample. (p.5)
The intervention was a supplemental "Tier 2" extended vocabulary instruction (EVI) program. EVI was delivered to groups of three to four students for 30 minutes a day, four days per week, for about 22 weeks. EVI was aligned with the classroom-wide "Tier 1" intervention called Elements of Reading Vocabulary, which both intervention and comparison students received over the course of 24 weeks. The interventionists provided explicit instruction, modeling, and several opportunities for students to practice use of the Tier-1 program's target words. Interventionists modeled the vocabulary words by using them in sentences and supporting students to use the new words in their own sentences. The interventionists also provided individual support to the students. (pp. 6-7)
All students, both those in the intervention group and those in the comparison group, received the classroom-wide Elements of Reading Vocabulary (EOR-V) program. EOR-V is a classroom-wide (Tier 1) vocabulary curriculum that provides 24 weeks of daily, 20-minute vocabulary lessons focused on teaching target words. During each week, students were able to use the target words in a series of activities. (pp. 5-6)
Interventionists (who were paraprofessionals, reading teachers, certified teachers, or other professional staff in study schools) participated in professional development for one full day. They also received coaching throughout the implementation period. (pp. 6-7)
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.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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