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Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon; Austin, Christy R.; Loftus-Rattan, Susan M.; Baker, Doris L. – Exceptional Children, 2019
We investigated whether individual differences in overall receptive vocabulary knowledge measured at the beginning of the year moderated the effects of a kindergarten vocabulary intervention that supplemented classroom vocabulary instruction. We also examined whether moderation would offset the benefits of providing Tier-2 vocabulary intervention…
Descriptors: Individual Differences, Vocabulary Development, Receptive Language, Kindergarten
Silverman, Rebecca D.; Martin-Beltran, Melinda; Peercy, Megan M.; Hartranft, Anna M.; McNeish, Daniel M.; Artzi, Lauren; Nunn, Stephanie – Elementary School Journal, 2017
This study evaluated the effects of a cross-age peer learning program targeting vocabulary and comprehension in kindergarten and fourth-grade classrooms with substantial proportions of English Learners (ELs). The study followed a quasi-experimental design with 12 classrooms (6 kindergarten and 6 fourth grade) in the intervention group and 12…
Descriptors: Peer Teaching, Vocabulary Development, Kindergarten, Grade 4
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development