Enhancing Teacher Read Alouds With Small-Group Vocabulary Instruction for Students With Low Vocabulary in First-Grade Classrooms

Testing the Efficacy of a Kindergarten Mathematics Intervention by Small Group Size

“…A number of studies have begun to look at the impact of small groups as a proxy for treatment intensity. Small group instruction is considered crucial to the provision of interventions because it represents a mechanism for individualizing and intensifying instruction (Fien et al, 2011; Gersten et al, 2008), and the use of smaller groups is generally accepted practice within MTSS as a mechanism to increase intensity within and across tiers of instruction (Baker, Fien, & Baker, 2010; Denton et al, 2013).…”

Interactive Book Reading With Expository Science Texts in Preschool Special Education Classrooms

“…For example, in a study conducted by Loftus, Coyne, McCoach, Zipoli, and Pullen (2010), kindergarten children identified as at risk for reading difficulties due to low vocabulary scores on a standardized assessment who received vocabulary instruction in small-group narrative storybook reading sessions in addition to vocabulary instruction incorporated into classroom-based narrative storybook reading sessions made greater gains in vocabulary knowledge than at-risk children receiving classroom-based instruction only. Further, in a study conducted by Fien and colleagues (2011) with first-grade children identified with low language and vocabulary skills, children who received vocabulary instruction within small-group reading sessions of both narrative and expository books made greater gains in vocabulary than children who received only vocabulary instruction in classroom-based book reading of the narrative and expository texts.…”

A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems

“…Storytelling has the ability to engage learners personally (Brewster et al, 2002), motivate learners, and spark interest in the subject matter (Wright, 2013). Using storytelling does have positive impacts on child's oral and written language development (Fien et al, 2011;Baker et al, 2013) and through the procedure of storytelling facts as well as vocabulary can be memorized better (Wajnryb, 2003). Lenhart et al (2018) focused on the impact of story listening on vocabulary acquisition and found that vocabulary was acquired incidentally without any word explanation with a moderate effect (d = 0.37) which was in turn not stable over time (age 3-6) concluding that using only incidental vocabulary training might not be sufficient enough.…”