Patricia Vadasy

The purpose of this project is to explore how explicit training of orthographic knowledge (i.e., knowledge of conventions for written language that includes spelling, capitalization, emphasis) and cognitive flexibility (the ability to switch between thinking about two different concepts) may support kindergarten and first grade students who are at risk for word learning difficulties. Although access to high-quality materials that show the connections between sounds and written words is impor...

The purpose of this project was to develop and pilot test guidelines for alphabet instruction in the context of preschool classrooms. Alphabet knowledge is important for students' success with word reading and spelling development. Although learning letter names and sounds may appear to be a simple task, research suggests that many children from low socioeconomic status families, including many with limited English proficiency, enter and exit preschool with limited alphabet knowledge. In add...

The ability to understand written text is highly dependent on knowing the meaning of individual words. The well-established positive relation between vocabulary and comprehension suggests that high quality vocabulary instruction should benefit comprehension. In this efficacy study, the research team will test the efficacy of rich vocabulary (RVOC) instruction compared to typical (i.e., business-as-usual) vocabulary instruction for students in fourth and fifth grade. RVOC instruction is i...

The goal of this project is to study the efficacy of a supplemental reading intervention for English language learners (ELLs) in kindergarten called Early Vocabulary Connections (Connections). This intervention is designed to coordinate the development of beginning decoding skills, spelling, and vocabulary knowledge in English. In addition to immediate effects on word reading and vocabulary, participation in Connections is hypothesized to improve learning of new vocabulary and general compre...