Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension

Apthorp, Helen; Randel, Bruce; Cherasaro, Trudy L.; Clark, Tedra F.; McKeown, Margaret G.; Beck, Isabel L.

doi:10.1080/19345747.2012.660240

Cited by 78 publications

(54 citation statements)

References 26 publications

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“…Just as other studies have found that teachers regularly attend to application of words across contexts (Scott et al., ; Watts, ), we found that teachers implemented contextual instruction often. Given that many effective interventions include application of words in various contexts (e.g., Apthorp et al., ; Carlo et al., ; Taboada & Rutherford, ), it was surprising that there was a negative relationship in our study between application across contexts and latent vocabulary change for monolingual and bilingual students. This result may be related to the nature of the application that we observed.…”

Section: Discussionmentioning

confidence: 76%

“…That we found a positive relationship between definitions and student vocabulary growth was expected. Explicit definitions are a tried‐and‐true method of vocabulary instruction, and most interventions (with monolingual and bilingual populations) that target vocabulary and have shown positive effects include attention to explicit definitions (e.g., Apthorp et al., ; Baumann, Ware, & Edwards, ; Beck, Perfetti, & McKeown, ; Carlo et al., ; Dalton, Proctor, Uccelli, Mo, & Snow, ; McKeown, Beck, Omanson, & Perfetti, ; Nash & Snowling, ; NICHNational Institute of Child Health and Human Development, ). The present study provides further evidence of the value of providing definitions as part of vocabulary instruction.…”

Section: Discussionmentioning

confidence: 99%

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Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

et al. 2013

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The primary aim of this study was to explore the relationship between teachers' instruction and students' vocabulary and comprehension in grades 3–5. The secondary aim of this study was to investigate whether this relationship differed for English monolingual and Spanish–English bilingual students. To meet these aims, we observed and recorded reading/language arts instruction in 33 classrooms at three points during an academic year, and we assessed 274 students on vocabulary and comprehension at the beginning and end of the year. Using field notes and student utterances to understand the context, we coded teacher utterances (e.g., questions, comments, prompts) as vocabulary instruction, comprehension instruction, other instruction, or noninstruction. We then identified five types of vocabulary‐related instruction and five types of comprehension‐related instruction. Using latent difference modeling, we investigated how the frequency of different types of instruction was associated with change in students' vocabulary and comprehension across the school year. Teachers' instruction related to definitions, word relations, and morphosyntax was positively associated with change in vocabulary; teachers' instruction related to application across contexts and literal comprehension was negatively associated with change in vocabulary; and teachers' instruction related to inferential comprehension was positively associated with change in comprehension. The findings also revealed an interaction between language status and teachers' instruction, such that instruction that attended to comprehension strategies was associated with greater positive change in comprehension for bilingual (but not for monolingual) students.

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Section: Discussionmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

et al. 2013

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“…Four studies that showed effects on taught-word comprehension passages compared with a no-treatment control were long-term (i.e., typically lasting five or six months) programs of vocabulary development (Apthorp et al, 2012;Beck, Perfetti, &McKeown, 1982;Lesaux, Kieffer, Kelley, & Harris, 2014;McKeown, Beck, Omanson, & Perfetti, 1983). This set of studies differed from the briefer direct teaching studies in several important respects.…”

Section: Longer Term and More Time-intensive Direct Instruction Of Womentioning

confidence: 99%

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Wright

Cervetti

2016

Reading Research Quarterly

178

136

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Although numerous studies have identified a correlational relationship between vocabulary and comprehension, we know less about vocabulary interventions that impact reading comprehension. Therefore, this study is a systematic review of vocabulary interventions with comprehension outcomes. Analyses of 36 studies that met criteria are organized around (a) type of comprehension measure (i.e., comprehension of passages that included taught words or more generalized comprehension measures) and (b) type of intervention (i.e., direct teaching of word meanings or word‐learning strategies). The authors looked for patterns in characteristics of vocabulary instruction within these analyses. Their findings led to four major themes: (1) Teaching of word meanings supported comprehension of text containing the target words in almost all cases; (2) instruction that focused on some active processing was typically more impactful than a definition or a dictionary method for supporting comprehension of text containing the target words, but we do not know how much instruction is sufficient; (3) there is very limited evidence that direct teaching of word meanings, even long‐term, multifaceted interventions of large numbers of words, can improve generalized comprehension; and (4) there is currently no empirical evidence that instruction in one or two strategies for solving word meanings will impact generalized comprehension. However, studies that actively teach students to monitor their understanding of vocabulary and to use multiple, flexible strategies for solving word meanings are a promising area for future research. The authors discuss the implications of these themes, as well as critical avenues for future vocabulary research.

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“…For children enrolled in education, effective Tier 1 provision requires active classroom management and teaching to support the development of oral language skills. Tier 1 intervention may involve teachers or early educators delivering language programmes to all children in their classes and large-scale cluster RCTs have shown these can result in improved performance in grammar, morphology and vocabulary (Neuman et al 2011, Vadasy et al 2015a, Apthorp et al 2012). However, a large Danish RCT providing a lower level of input ) did not result in significant changes in child language.…”

Section: Evidence Of the Effectiveness Of Tier 1 Interventionsmentioning

confidence: 99%

Evidence based pathways to intervention for children with language disorders

Ebbels

McCartney

Slonims

et al. 2017

Preprint

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Background: Paediatric SLT roles often involve planning individualised intervention for specific children (provided directly by SLTs or indirectly through non-SLTs), working collaboratively with families and education staff and providing advice and training. A tiered approach to service delivery is currently recommended, whereby services become increasingly specialised and individualised for children with greater needs.

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Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension

Cited by 78 publications

References 26 publications

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5

A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension

Evidence based pathways to intervention for children with language disorders

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