Outcomes of a Vocabulary Intervention Implemented by Community AmeriCorps Members

Abstract

Much is known about the role of vocabulary in reading and the instructional procedures that improve vocabulary. Relatively less is known about feasible approaches to implement vocabulary interventions for struggling readers within tiered frameworks. The current study randomly assigned at-risk kindergarten and first-grade students to a vocabulary intervention that was implemented by noneducator AmeriCorps interventionists from local school communities. Analyses showed that kindergarten students assigned to intervention showed significantly greater improvement on a researcher-developed measure of vocabulary knowledge but not on a distal vocabulary measure. Significant findings were not observed within first grade. Results are discussed in terms of implications and future research for vocabulary interventions within tiered frameworks.

Keywords:

• vocabulary
• community–school collaboration
• response to intervention

Additional information

Funding

This study was supported by a grant from the Social Innovation Fund of the Corporation for National and Community Service.

Notes on contributors

David C. Parker

David C. Parker, PhD, is the vice president for research and development at ServeMinnesota, which delivers evidence-based practices in education and other areas of need through AmeriCorps. His research focuses on direct assessment and intervention for academic skills.

Lisa H. Stewart

Lisa H. Stewart, PhD, is professor of school psychology at Minnesota State University, Moorhead. She is interested in early literacy and language development and developing multitiered systems of support for children in schools and preschools.

Ruth A. Kaminski

Ruth A. Kaminski, PhD, is the director of research and development for Dynamic Measurement Group and co-author of Acadience™ Reading (also published under the name DIBELS Next®) as well as earlier versions of the DIBELS® assessment. She has conducted research on assessment and preventative interventions for preschool and early elementary age children for the past 25 years and has 10 years’ experience as a classroom teacher and speech/language clinician.

Susan Thomson

Susan Thomson is the senior analyst for research and development at ServeMinnesota. She is a policy expert and advocate for early literacy. Her research interests include intervention and curriculum development for early reading.

Sandy M. Pulles

Sandy Pulles, PhD, is the assistant director of equity, inclusion, and innovation at ServeMinnesota. She has worked in diverse school settings and published and presented on various educational topics, including academic skills assessment and diversity and inclusion in education.