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    The Effectiveness of a Supplemental Pre-Kindergarten Vocabulary Intervention

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    Kong_ku_0099D_12705_DATA_1.pdf (859.3Kb)
    Issue Date
    2013-05-31
    Author
    Kong, Na Young
    Publisher
    University of Kansas
    Format
    82 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Special Education
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    Oral vocabulary is a strong predictor of young children's later reading development. Many children enter kindergarten with weak vocabulary knowledge and could benefit from an extra level or higher tier of intentional instruction in vocabulary that supplements the Tier 1 core curriculum in language. Recent findings from research developing a Tier 2 storybook intervention for vocabulary and comprehension with embedded instruction indicated that some children are slower than others making progress because they needed more experience learning to engage fully the embedded instruction contained in the storybooks. The purpose of this study was to explore the effects of adding components to the Tier 2 intervention (designed to provide additional explicit teaching and multiple opportunities to respond to questions, promote children's active engagement, and provide more examples of the ways in which words are used) in promoting children's gains in vocabulary knowledge. A combined repeated acquisition and multiple baseline single-case design (Kennedy, 2005) was used to examine whether the addition of the Tier 2+ vocabulary intervention to the Tier 2 intervention would improve the rate of children's vocabulary growth. Results indicated that two of the three children learned more target vocabulary words when listening to storybooks with the supplemental Tier 2+ intervention compared to weeks in which they listened to storybooks with the Tier 2 intervention only. Implications discussed include the potential for using Tier 2+ storybook intervention in pre-kindergarten classrooms and its efficiency and feasibility for use within a multi-tiered system of support.
    URI
    http://hdl.handle.net/1808/15116
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    • Dissertations [4474]
    • Education Dissertations and Theses [1065]

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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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