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Direct linkVadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Journal of Research on Educational Effectiveness, 2015
A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Download full textVadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Grantee Submission, 2015
A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Vadasy, Patricia F.; Nelson, J. Ron; Sanders, Elizabeth A. – Remedial and Special Education, 2013
This study examines the longer term effectiveness of a standard protocol, Tier 2 supplemental vocabulary intervention for kindergarten English learners, designed to develop root word vocabulary knowledge and reinforce beginning word reading skills. Participating students in the original study ("n" = 93 treatment, 92 control) received 20…
Descriptors: Intervention, Vocabulary Skills, Instructional Effectiveness, Reading Skills
