Efficacy of a Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention with Kindergarten Spanish-Speaking English Learners

Autor/inn/en	Nelson, J. Ron; Vadasy, Patricia F.; Sanders, Elizabeth A.
Titel	Efficacy of a Tier 2 Supplemental Root Word Vocabulary and Decoding Intervention with Kindergarten Spanish-Speaking English Learners
Quelle	In: Journal of Literacy Research, 43 (2011) 2, S.184-211 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X11403088
Schlagwörter	Elementary School Students; Speech Communication; Intervention; Beginning Reading; Reading Programs; Second Language Learning; Decoding (Reading); Kindergarten; English; Spanish; Vocabulary Development; Grade 1 + Suchen Sie Ihr Suchwort? Erstleseunterricht; Zweitsprachenerwerb; Dekodierung; English language; Englisch; Spanisch; Wortschatzarbeit; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	The purpose of this study was to test the efficacy of a Tier 2 standard protocol supplemental intervention designed simultaneously to develop root word vocabulary and reinforce decoding skills being taught to all students in the core beginning reading program with kindergarten Spanish-speaking English learners (ELs). Participating students were drawn from six public elementary schools in the Midwest. Within classrooms, students were randomly assigned to either the supplemental intervention (treatment) or the specified control condition (i.e., used to control for instructional time and consistency). All instruction in both conditions was delivered by paraeducator tutors and occurred in small groups for approximately 20 min a day, 5 days a week, for 20 weeks (October to April). At posttest, treatment students (n = 93) in the experimental condition significantly outperformed controls (n = 92) on a proximal (i.e., linked directly with the instructional focus of the intervention) measure of root word vocabulary (d = 1.04) and word reading (d = 0.69). Treatment students did not significantly outperform controls on a distal (i.e., not linked directly to the instructional focus of the intervention) measure of reading vocabulary (d = 0.38). The results, practical importance, and limitations are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10