Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Control Groups | 2 |
| Experimental Groups | 2 |
| Kindergarten | 2 |
| Receptive Language | 2 |
| Response to Intervention | 2 |
| Scores | 2 |
| Vocabulary | 2 |
| Acceleration (Education) | 1 |
| At Risk Students | 1 |
| Comparative Analysis | 1 |
| Curriculum | 1 |
| More ▼ | |
Author
| Coyne, Michael D. | 2 |
| Austin, Christy R. | 1 |
| Baker, Doris L. | 1 |
| Fogarty, Melissa | 1 |
| Hagan-Burke, Shanna | 1 |
| Kim, Minjung | 1 |
| Kwok, Oi-man | 1 |
| Little, Mary E. | 1 |
| Loftus-Rattan, Susan M. | 1 |
| McCoach, D. Betsy | 1 |
| Oslund, Eric | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Early Childhood Education | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Elementary Education | 1 |
Audience
Location
| Connecticut | 1 |
| Florida | 1 |
| Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Peabody Picture Vocabulary… | 2 |
| Dynamic Indicators of Basic… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Download full text
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
Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Coyne, Michael D.; Simmons, Leslie E.; Oslund, Eric; Fogarty, Melissa; Hagan-Burke, Shanna; Little, Mary E.; Rawlinson, D'Ann – Journal of Learning Disabilities, 2015
Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…
Descriptors: Intervention, Reading Instruction, Kindergarten, Reading Achievement
