Project Activities
The research team developed and revised the initial version of T3V based on feedback from an advisory board, field testing with early childhood classroom teachers, and suggestions from consultants. A series of feasibility studies was conducted to determine whether the intervention could be implemented with fidelity and whether teachers and children demonstrate changes in target outcomes. A small randomized controlled was conducted to test the promise of T3V for changing teacher knowledge and practice around vocabulary instruction, as well as the vocabulary skills of children at risk for CD.
Structured Abstract
Setting
The research took place in Early Head Start and Head Start centers in urban areas in Maryland.
Sample
Approximately 24 teachers and 32 children (ages 24-66 months) at risk for CD participated in the iterative development process. For the pilot study, 26 teachers (including both Early Head Start and Head Start teaching teams) in 14 classrooms and 28 children at risk for CD participated.
T3V combines two effective PD models: Exceptional Coaching for Early Language and Literacy (ExCELL), which is designed to improve teachers' Tier 1 vocabulary instruction, and practice-based coaching, which is designed to improve teaching practices at Tiers 2 and 3 for children with or at risk for disabilities. The PD is delivered to teachers over the course of the year and includes group workshops that explain vocabulary teaching practices and individualized coaching to help teachers use the practices in their classrooms. T3V also provides lesson guides that explicitly show how to use the teaching practices in daily classroom activities and an online or paper-based child progress monitoring tool that allows teachers to assess vocabulary learning among children at risk for CD in order to differentiate instruction. Finally, T3V includes tools for training coaches.
Research design and methods
The project began with the initial development and revision of T3V. Specifically, the research team developed first drafts of the PD components, solicited feedback from the advisory board (comprised of expert teachers and education coordinators), and revised the PD based on feedback. The research team conducted two rounds of field testing with teachers and gathered data on what worked and what could be improved to inform revisions. Expert consultants (researchers with expertise in early language intervention) reviewed the revised PD and provided feedback on the content, usability, feasibility, and quality of all components. This feedback guided a final revision of the components before feasibility studies were conducted to determine whether T3V can be implemented with fidelity and to determine whether participating teachers and children demonstrate changes in target outcomes. In the final year, a small randomized controlled trial was conducted to test the promise of T3V for changing teacher knowledge and practice around vocabulary instruction, as well as the vocabulary skills of children at risk for CD. Classrooms in different centers were paired so that teachers had similar levels of education and experience. One classroom per pair was randomly assigned to the intervention or control condition. Outcome data were collected at pre-test and post-test, and fidelity data were collected throughout the year. Data analyses showed T3V improved teachers’ fidelity to the intervention practices and the overall quality of their instruction, as well as children’s knowledge of the words emphasized in the curriculum.
Control condition
For the pilot study, teachers in the control group received their program's typical PD and provide business-as-usual instruction to the children.
Key measures
To screen for eligibility and identify children at risk for CD, the research team used the Preschool Language Scales-5 to assess children's oral language skills and the Kaufman Assessment Battery for Children-II (with children in Head Start only) to assess cognition. Child outcome measures included the Expressive One-Word Picture Vocabulary Test-4 to measure expressive vocabulary, and progress monitoring measures to assess children's knowledge of taught words. Teacher outcomes of knowledge of instructional practices and their readiness for change were assessed using measures developed for this project. Additionally, teachers' instructional quality was assessed using the Classroom Assessment Scoring System (CLASS)-PreK Instructional Support domain in Head Start classrooms and the CLASS-Toddler Engaged Support for Learning domain in Early Head Start classrooms. Fidelity of teaching practices and fidelity of coaching was assessed using researcher-developed measures.
Data analytic strategy
Data from the initial development activities were analyzed descriptively to inform revisions to the intervention. Data from the feasibility studies was also analyzed descriptively to explore whether there were changes in fidelity over time. In addition, the research team compared pre- and post-test scores on outcome measures using t-tests to determine the significance of any gains. Data from the pilot study were analyzed using multiple regressions to determine the impacts of T3V on teacher and child outcomes. Differences in outcomes for Early Head Start versus Head Start classrooms were also explored by including interactions in the regression models.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- Teachers who participated in T3V made large gains on their use of its core practices of teaching vocabulary through explicit instruction, interactive book reading, and play-based center activities and outperformed peers in business-as-usual settings.
- Teachers in T3V made large gains in the quality of their instruction on the CLASS instructional support measure and outperformed peers in business-as-usual settings.
- Children in T3V learned more of the words emphasized in their classrooms than did peers in business-as-usual settings.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Products: This project resulted in a fully developed professional development intervention to support toddler and preschool teachers in using evidence-based vocabulary instructional practices for young children at risk for CD. Products also included peer-reviewed publications and presentations.
Project website:
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Hindman, A.H., Farrow, J., Anderson, K., Wasik, B.A., & Snyder, P. (2021). Understanding child-directed speech around book reading in toddler classrooms: Evidence from Early Head Start programs. Frontiers in Psychology, 12, 719-783.
DOI: 10.3389/fpsyg.2021.719783
Additional project information
Previous Principal Investigator: Annemarie Hindman
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
