Racing against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
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
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examining1,440Students, gradeK
Department-funded evaluation
Review Details
Reviewed: November 2018
- Department-funded evaluation (findings for EVI (Extended Vocabulary Instruction))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
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.
Findings
|
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;
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18.90 |
8.44 |
Yes |
|
|
|
Listening Comprehension (author developed) |
EVI (Extended Vocabulary Instruction) vs. Elements of Reading Vocabulary |
3 Weeks |
RCT: Full sample;
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34.10 |
26.96 |
Yes |
|
|
|
Peabody Picture Vocabulary Test - IV |
EVI (Extended Vocabulary Instruction) vs. Elements of Reading Vocabulary |
3 Weeks |
RCT: Full sample;
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91.66 |
91.39 |
No |
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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 41%
Male: 49% -
Rural, Suburban, Urban
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Northeast, West
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Race Black 19% Other or unknown 62% White 19% -
Ethnicity Hispanic 38% Not Hispanic or Latino 62%
Study Details
Setting
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.
Study sample
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)
Intervention Group
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)
Comparison Group
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)
Support for implementation
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.
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