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Direct linkCoyne, 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
Coyne, Michael D.; McCoach, D. Betsy; Ware, Sharon M.; Loftus-Rattan, Susan M.; Baker, Doris Luft; Santoro, Lana Edwards; Oldham, Ashley C. – Journal of Educational Psychology, 2022
We evaluated the impact of a supplemental, small-group kindergarten vocabulary intervention designed to reinforce content taught in core classroom instruction implemented within a multitiered system of support (MTSS) framework. Kindergarten teachers implemented a published vocabulary program with all their students during whole-class instruction…
Descriptors: Kindergarten, Young Children, Vocabulary, Verbal Ability
Fogarty, Melissa; Coyne, Michael D.; Simmons, Leslie E.; Simmons, Deborah C.; Henri, Maria; Kwok, Oi-Man; Ware, Sharon M.; Dalton, Kevin; Williams, Kimberly A.; Wang, Huan – Journal of Research on Educational Effectiveness, 2020
In this experimental study, we examined the effects of a technology-mediated intervention to improve students' understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of…
Descriptors: Vocabulary Development, Reading Difficulties, Reading Comprehension, Intervention
Crevecoeur, Yvel C.; Coyne, Michael D.; McCoach, D. Betsy – Reading & Writing Quarterly, 2014
We examined data from an 18-week kindergarten vocabulary intervention study to determine whether treatment outcomes had differential effects that favored English language learners (ELLs) or English-only learners (EOLs) and whether the relationship between initial English general receptive vocabulary knowledge and response to vocabulary…
Descriptors: English Language Learners, Vocabulary Development, English Instruction, Direct Instruction
