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Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention
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Peters-Sanders, Lindsey A.; Kelley, Elizabeth S.; Biel, Christa Haring; Madsen, Keri; Soto, Xigrid; Seven, Yagmur; Hull, Katharine; Goldstein, Howard – Language, Speech, and Hearing Services in Schools, 2020
Purpose: This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen…
Descriptors: Preschool Children, Intervention, Small Group Instruction, Vocabulary Development
Moving Forward Four Words at a Time: Effects of a Supplemental Preschool Vocabulary Intervention
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Peters-Sanders, Lindsey A.; Kelley, Elizabeth S.; Haring Biel, Christa; Madsen, Keri; Soto, Xigrid; Seven, Yagmur; Hull, Katharine; Goldstein, Howard – Grantee Submission, 2020
Purpose: This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen…
Descriptors: Preschool Children, Intervention, Small Group Instruction, Vocabulary Development
Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention with Preschoolers with Early Literacy Deficits
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Kruse, Lydia G.; Spencer, Trina D.; Olszewski, Arnold; Goldstein, Howard – Grantee Submission, 2015
Purpose: The purpose of the present study was to evaluate the efficacy of a phonological awareness (PA) intervention, designed for Tier 2 instruction in a Response to Intervention (RTI) model, delivered to small groups of preschoolers. Method: A multiple-baseline design across participants was used to evaluate the efficacy of the intervention on…
Descriptors: Program Evaluation, Program Effectiveness, Phonological Awareness, Response to Intervention
Effects of Automated Tier 2 Storybook Intervention on Vocabulary and Comprehension Learning in Preschool Children with Limited Oral Language Skills
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Kelley, Elizabeth Spencer; Goldstein, Howard; Spencer, Trina D.; Sherman, Amber – Grantee Submission, 2015
This early efficacy study examined the effects of an automated storybook intervention designed to promote school readiness among at-risk prekindergarten children. Story Friends is a small-group intervention in which vocabulary and question-answering lessons are embedded in a series of storybooks.A randomized group design with an embedded…
Descriptors: Intervention, Vocabulary Development, Reading Comprehension, At Risk Students