Date of Award
August 2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Member
Janie Hodge
Committee Member
Abigail A Allen
Committee Member
Susan K Fullerton
Committee Member
William Bridges
Abstract
Vocabulary instruction is often overlooked in preschool and kindergarten. However, the positive impacts of having a strong foundation in vocabulary spill over into children’s later schooling, improving their reading comprehension. Promising effects of audio prompted delivery of vocabulary instruction via storybooks for young children have been reported. For children at-risk for disabilities, from low socio-economic status, or English Language Learners, novel words are not learned incidentally. The present study examined the impact of extended teacher instruction delivered in conjunction with a small-group, automated, vocabulary intervention in classrooms with at-risk kindergarten children. Thirty-seven children were identified by nine classroom teachers as needing supplemental oral language support. Intervention was implemented in small groups for approximately 15 weeks. Results indicated that vocabulary word meanings were learned and maintained better for children who received extended teacher instruction versus those who listened to storybooks via audio prompting alone. Implications for educational research and practice are discussed.
Recommended Citation
Shelnut, Jill C., "Effects of a Small-Group Vocabulary Intervention With and Without Extended Instruction on Word Learning Skills of At-Risk Kindergarten Students" (2020). All Dissertations. 2687.
https://tigerprints.clemson.edu/all_dissertations/2687