Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention

Abstract

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 within a multitiered-system-of-support (MTSS) or response-to-intervention framework. Participants included students from two previous studies identified as at risk for language and learning difficulties who were randomly assigned in clusters to receive small-group vocabulary intervention in addition to classroom vocabulary instruction ( n = 825) or to receive classroom vocabulary instruction only ( n = 781). A group of not-at-risk students ( n = 741) who received classroom vocabulary instruction served as a reference group. Initial vocabulary knowledge measured at pretest moderated the impact of intervention on experimenter-developed measures of expressive vocabulary learning and listening comprehension favoring students with higher initial vocabulary knowledge. Tier-2 intervention substantially counteracted the Matthew effect for target word learning. Intervention effects on listening comprehension depended on students’ initial vocabulary knowledge. Implications present benefits and challenges of supporting vocabulary learning within an MTSS framework.

Measuring the Quantity and Quality of Explicit Instructional Interactions in an Empirically Validated Tier 2 Kindergarten Mathematics Intervention

“…In our own work (Clarke et al, 2019), we found moderation by initial skill such that students with lower mathematics skills at pretest showed greater response to the ROOTS intervention. Given that the results of these previous moderation studies varied (Clarke et al, 2019; Clemens et al, 2019; Coyne et al, 2019; L. S. Fuchs et al, 2019), findings from our first research question may provide a fuller picture for how, why, and to what extent such explicit, systematic interventions work across a continuum of at-risk students’ pretreatment performances.…”

“…Overall, findings were mixed. Coyne et al (2019), for example, found that kindergarten students with higher initial vocabulary knowledge reaped greater benefit from a Tier 2 vocabulary intervention than their peers with lower preintervention vocabulary knowledge. Conversely, results from Clemens et al (2019) suggested that students with lower oral reading fluency at pretest made stronger gains in reading comprehension than students with higher pretest reading fluency.…”

Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

“…Several research groups have found domain-specific skills (e.g., decoding) predictive of intervention response (Clemens et al, 2019; Coyne et al, 2019; D. Fuchs et al, 2019; Nelson et al, 2003; Scarborough, 1998; Vaughn et al, 2019).…”

“…Fuchs et al, 2019; Nelson et al, 2003; Scarborough, 1998; Vaughn et al, 2019). Coyne et al (2019) and Vaughn et al (2019) determined that stronger initial reading and language skills predicted a more positive response. However, Clemens et al (2019) and D.…”

“…Several research groups have found domain-specific skills (e.g., decoding) predictive of intervention response (Clemens et al, 2019;Coyne et al, 2019;Nelson et al, 2003;Scarborough, 1998;Vaughn et al, 2019). Coyne et al (2019) and Vaughn et al (2019) determined that stronger initial reading and language skills predicted a more positive response. However, Clemens et al (2019) and D. Fuchs et al (2019) obtained an opposite result: Weaker initial skills predicted more positive responses.…”