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2006Research Conference | June 15–16

This conference highlighted the work of invited speakers, independent researchers who have received grant funds from the Institute of Education Sciences, and trainees supported through predoctoral training grants and postdoctoral fellowships. The presentations are those of the authors and do not necessarily represent the views of the U.S. Department of Education or the Institute of Education Sciences.
Hyatt Regency Washington on Capitol Hill
400 New Jersey Avenue, N.W.
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Project VITAL (Vocabulary Intervention Targeting At-Risk Learners)

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.