Michael D. Coyne, University of Connecticut
D. Betsy McCoach, University of Connecticut
Abstract: This poster presents the results of a study, funded under the Reading Comprehension Research Competition - Goal 2, evaluating the effects of direct vocabulary instruction within storybook reading activities with kindergarten students. A within subjects design was used to compare the effects of extended instruction, embedded instruction, and incidental exposure on receptive and expressive measures of target word acquisition. Results revealed statistically and educationally significant differences across conditions favoring extended instruction on all measures. Results of a delayed posttest indicated that instructional effects were maintained after eight weeks. Secondary analyses examined student variables that moderated response to the vocabulary instruction.