NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)4
Since 2006 (last 20 years)6
Descriptor
Receptive Language6
At Risk Students4
Intervention4
Vocabulary Development4
Comparative Analysis3
Expressive Language3
Faculty Development3
Preschool Children3
Preschool Education3
Preschool Teachers3
Pretests Posttests3
Teaching Methods3
Vocabulary3
Control Groups2
English Language Learners2
Experimental Groups2
Fidelity2
Gender Differences2
Kindergarten2
Language Skills2
Listening Comprehension2
Listening Comprehension Tests2
Poverty2
Program Effectiveness2
Racial Differences2
More ▼
Source
Grantee Submission2
AERA Open1
Early Education and…1
Educational Evaluation and…1
Exceptional Children1
Author
Atteberry, Allison1
Austin, Christy R.1
Baker, Doris L.1
Bassok, Daphna1
Coyne, Michael D.1
Hindman, Annemarie H.1
Kaefer, Tanya1
Loftus-Rattan, Susan M.1
McCoach, D. Betsy1
Moran, Meghan1
Nelson, J. Ron1
Neuman, Susan B.1
Petersen, Douglas B.1
Pinkham, Ashley1
Restrepo, M. Adelaida1
Sanders, Elizabeth A.1
Spencer, Trina D.1
Thompson, Marilyn S.1
Vadasy, Patricia F.1
Ware, Sharon1
Wasik, Barbara A.1
Wong, Vivian C.1
More ▼
Publication Type
Reports - Research6
Journal Articles5
Tests/Questionnaires1
Education Level
Early Childhood Education6
Preschool Education4
Elementary Education3
Kindergarten2
Primary Education2
Grade 11
Audience
Location
Colorado (Denver)1
Laws, Policies, & Programs
Assessments and Surveys
Peabody Picture Vocabulary…4
Clinical Evaluation of…1
Dynamic Indicators of Basic…1
Expressive One Word Picture…1
What Works Clearinghouse Rating
Meets WWC Standards without Reservations6
Meets WWC Standards with or without Reservations6
Showing all 6 results Save | Export
The Effects of Full-Day Prekindergarten: Experimental Evidence of Impacts on Children's School Readiness
Peer reviewed Peer reviewed
Direct linkDirect link
Atteberry, Allison; Bassok, Daphna; Wong, Vivian C. – Educational Evaluation and Policy Analysis, 2019
This study is a randomized control trial of full- versus half-day prekindergarten (pre-K) in a school district near Denver, Colorado. Four-year-old children were randomly assigned an offer of half-day (4 days/week) or full-day (5 days/week) pre-K that increased class time by 600 hours. The full-day pre-K offer produced substantial, positive…
Descriptors: School Schedules, Preschool Education, School Readiness, Program Effectiveness
Increasing Preschoolers' Vocabulary Development through a Streamlined Teacher Professional Development Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Wasik, Barbara A.; Hindman, Annemarie H. – Grantee Submission, 2020
Preschool teachers from a high-poverty, urban school district were trained to implement Story Talk, a book reading intervention designed to increase children's vocabulary and language development using supportive materials and strategic individualized coaching. Thirty-five teachers were randomly assigned by site to the intervention (20) or the…
Descriptors: Preschool Teachers, Faculty Development, Preschool Children, Vocabulary Development
Racing against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Coyne, 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
Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers' Spanish and English Oral Language
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Spencer, Trina D.; Moran, Meghan; Thompson, Marilyn S.; Petersen, Douglas B.; Restrepo, M. Adelaida – AERA Open, 2020
The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children's oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and…
Descriptors: Bilingual Education, Oral Language, Language Skills, Vocabulary Skills
Effectiveness of Supplemental Kindergarten Vocabulary Instruction for English Learners: A Randomized Study of Immediate and Longer-Term Effects of Two Approaches
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Vadasy, 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
Supporting Vocabulary Teaching and Learning in Prekindergarten: The Role of Educative Curriculum Materials
Peer reviewed Peer reviewed
Direct linkDirect link
Neuman, Susan B.; Pinkham, Ashley; Kaefer, Tanya – Early Education and Development, 2015
The purpose of this study was to support teachers' child-directed language and student outcomes by enhancing the educative features of an intervention targeted to vocabulary, conceptual development and comprehension. Using a set of design heuristics (Davis & Krajcik, 2005), our goal was to support teachers' professional development within the…
Descriptors: Vocabulary Development, Preschool Education, Preschool Curriculum, Faculty Development