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Effectiveness of Scaling up a Vocabulary Intervention for Low-Income Children, Pre-K through First Grade
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Neuman, Susan B.; Samudra, Preeti; Danielson, Katie – Elementary School Journal, 2021
This study examines the effectiveness of scaling up a vocabulary intervention, pre-K-first grade, using a structured adaptation of the World of Words that allowed teachers some autonomy over its implementation. The purpose was to determine whether such an adaptation could maintain fidelity and promote positive child outcomes. Classrooms (pre-K…
Descriptors: Program Effectiveness, Program Implementation, Vocabulary Development, Intervention
A Double Dose of Disadvantage: Language Experiences for Low-Income Children in Home and School
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Neuman, Susan B.; Kaefer, Tanya; Pinkham, Ashley M. – Journal of Educational Psychology, 2018
There is a virtual consensus regarding the types of language processes, interactions, and material supports that are central for young children to become proficient readers and writers (Shanahan et al., 2008). In this study, we examine these supports in both home and school contexts during children's critical transitional kindergarten year.…
Descriptors: Children, Low Income Groups, Poverty, Interaction
Vocabulary Instruction in Commonly Used Kindergarten Core Reading Curricula
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Wright, Tanya S.; Neuman, Susan B. – Elementary School Journal, 2013
The purpose of this study was to examine the extent to which commonly used core reading curricular materials supported research-based pedagogical features for oral vocabulary instruction in kindergarten. A document analysis was completed for 12 weeks of instructional materials from the teacher's editions of the 4 most widely used curricula.…
Descriptors: Reading Instruction, Core Curriculum, Kindergarten, Vocabulary Development
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction
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Wright, Tanya S.; Neuman, Susan B. – Journal of Literacy Research, 2014
The purpose of this study was to examine how oral vocabulary instruction was enacted in kindergarten. Four days (12 hours) of instruction were observed in 55 classrooms in a range of socio-economic status schools. All instruction was coded for evidence of vocabulary instruction for a total of 660 hours of observation. Results revealed that…
Descriptors: Kindergarten, Vocabulary Development, Oral Language, Language Skills
All about Words: Increasing Vocabulary in the Common Core Classroom, Pre K-2. Common Core State Standards in Literacy Series
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Neuman, Susan B.; Wright, Tanya S. – Teachers College Press, 2013
Vocabulary forms a relentless divide between children who succeed and those who do not. This divide is often between poor children and their privileged counterparts. Without vocabulary knowledge, children cannot interpret text meaningfully or respond in ways that enable them to fully participate in classroom discussions. "All About…
Descriptors: Vocabulary Development, Preschool Education, Kindergarten, Grade 1
The Effects of Vocabulary Intervention on Young Children's Word Learning: A Meta-Analysis
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Marulis, Loren M.; Neuman, Susan B. – Review of Educational Research, 2010
This meta-analysis examines the effects of vocabulary interventions on pre-K and kindergarten children's oral language development. The authors quantitatively reviewed 67 studies and 216 effect sizes to better understand the impact of training on word learning. Results indicated an overall effect size of 0.88, demonstrating, on average, a gain of…
Descriptors: Intervention, Oral Language, Effect Size, Kindergarten