Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The expected outcomes from this study include:
Book chapter, edition specified
Coyne, M.D., Capozzoli-Oldham, A., and Simmons, D.C. (2012). Vocabulary Instruction for Young Children At-Risk of Experiencing Reading Difficulties: Teaching Word Meanings During Shared Storybook Readings. In J.F. Baumann, and E.J. Kame'enui (Eds.), Vocabulary Instruction: Research to Practice (2nd ed., pp. 51-71). New York: Guilford Press.
Journal article, monograph, or newsletter
Coyne, M.D., McCoach, D.B., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y. and Kapp, S. (2010). Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects. Journal of Research on Educational Effectiveness, 3(2): 93-120. doi:10.1080/19345741003592410
Crevecoeur, Y., Coyne, M.D., and McCoach, D.B. (2014). English-Language Learners and English-Only Learners' Response to Direct Vocabulary Instruction. Reading and Writing Quarterly, 30(1): 51-78. doi:10.1080/10573569.2013.758943
Cuticelli, M., Coyne, M.D., Ware, S.M., Oldham, A., and Loftus-Rattan, S. (2014). Improving Vocabulary Skills of Kindergarten Students Through a Multi-Tier Instructional Approach. Intervention in School and Clinic. doi:10.1177/1053451214542041
Loftus, S., and Coyne, M.D. (2013). Vocabulary Instruction Within a Multi-tier Approach. Reading and Writing Quarterly, 29(1): 4-19. doi:10.1080/10573569.2013.741942
Loftus, S., Coyne, M.D., McCoach, D.B., Zipoli, R., Kapp, S, and Pullen, P. (2010). Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties. Learning Disabilities Research and Practice, 25(3): 124-136. doi:10.1111/j.1540-5826.2010.00310.x
Maynard, K.L., Pullen, P.C., and Coyne, M. (2010). Teaching Vocabulary to First-Grade Students Through Repeated Shared Storybook Reading: A Comparison of Rich and Basic Instruction to Incidental Exposure. Literacy Research and Instruction, 49(3): 209-242. doi:10.1080/19388070902943245
Pullen, P.C., Tuckwiller, E.D., Maynard, K., Konold, T.R., and Coyne, M. (2010). A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability. Learning Disabilities Research and Practice, 25(3): 110-123. doi:10.1111/j.1540-5826.2010.00309.x
Tuckwiller, E.D., Pullen, P.C., and Coyne, M. (2010). The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At-Risk Kindergarteners. Learning Disabilities Research and Practice, 25(3): 137-150. doi:10.1111/j.1540-5826.2010.00311.x
Zipoli, R., Coyne, M.D.,and McCoach, D.B. (2011). Enhancing Vocabulary Intervention for Kindergarten Students: Strategic Integration of Semantically Related and Embedded Word Review. Remedial and Special Education, 32(2): 131-143. doi:10.1177/0741932510361262
Nongovernment report, issue brief, or practice guide
Coyne, M.D., Capozzoli, A., Ware, S., and Loftus, S. (2010). Beyond RTI for Decoding: Supporting Early Vocabulary Development Within a Multitier Approach to Instruction and Intervention. Baltimore, MD: The International Dyslexia Association.
Supplemental information
- A vocabulary instruction intervention for use in kindergarten classrooms,
- Published reports on the differing effects of this intervention on a multitude of language, vocabulary, and comprehension measures, and
- Presentations on the implementation of these intervention strategies.
Student vocabulary and literacy achievement measures will include a combination of standardized assessments and researcher-developed assessments. All standardized assessments are psychometrically sound in terms of construct validity and reliability for use with kindergarten students. All researcher-developed measures were developed and piloted during previous IES funded research. Achievement assessments will measure a range of vocabulary, comprehension, language, and pre-reading skills.
Student vocabulary and literacy achievement measures include the following: (a) Peabody Picture Vocabulary Test-III; (b) Test of Oral Language Development-Primary: Third Edition; (c) Gates-MacGinities, Listening Comprehension Subtest; (d) Comprehensive Test of Phonological Processing; (e) DIBELS Letter Naming Fluency & Initial Sounds Fluency; (f) Expressive Measure of Target Word Definitions; (g) Receptive Measure of Understanding Target Words in Context; (h) Expressive & Receptive Picture Vocabulary Measures of Target Words; (i) Word Use Fluency (Revised); and (j) Strong Narrative Assessment Procedure.
Measures of implementation of fidelity include attendance, dosage, and progress logs. In addition, the Levels of Use (LoU) interview system will be used with interventionists at the beginning of each year of implementation. The Stages of Concern Questionnaire will be used in conjunction with the LoU interviews to identify concerns interventionists experience during implementation.
Finally, contextual and demographic variables of interventionists and student participants will be collected. Contextual variables include core reading program, group structures, special services provided, and time allocated for reading instruction. Demographic variables include language status (i.e., ELL), race, ethnicity, gender, and disability status.
Project VITAL: Vocabulary Intervention Targeting At-risk Learners (R305G030250)
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
