Word Learning in First Grade: Evaluating the Effectiveness of a Technology-Based and an Extended Vocabulary Intervention

References

• Anderson, R. C., & Nagy, W. E. (1992). The vocabulary conundrum. American Educator, 16(4), 44–47.
   Google Scholar
• Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions and extended examples. Guilford.
   Google Scholar
• Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford.
   Google Scholar
• Belo, N., McKenney, S., Voogt, J., & Bradley, B. (2016). Teacher knowledge for using technology to foster early literacy: A literature review. Computers in Human Behavior, 60, 372–838. https://doi.org/10.1016/j.chb.2016.02.053
   Web of Science ®Google Scholar
• Castro-Villarreal, F., Rodriguez, B. J., & Moore, S. (2014). Teachers’ perceptions and attitudes about response to intervention (RTI) in their schools: A qualitative analysis. Teaching and Teacher Education, 40, 104–112. https://doi.org/10.1016/j.tate.2014.02.004
   Web of Science ®Google Scholar
• Christ, T., & Wang, X. C. (2011). Closing the vocabulary gap? Reading Psychology, 32(5), 426–458. https://doi.org/10.1080/02702711.2010.495638
   Google Scholar
• Coyne, M. D., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88. https://doi.org/10.2307/30035543
   Web of Science ®Google Scholar
• Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, J. R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth versus depth. The Elementary School Journal, 110(1), 1–18. https://doi.org/10.1086/598840
   Web of Science ®Google Scholar
• Coyne, M. D., McCoach, D. B., Loftus, S., Zipoli, R., Ruby, M., Crevecoeur, Y., & Kapp, S. (2010). Direct and extended vocabulary instruction in kindergarten: Investigating transfer effects. Journal of Research on Educational Effectiveness, 3(2), 93–120. https://doi.org/10.1080/19345741003592410
   Google Scholar
• Coyne, M. D., McCoach, D. B., Ware, S., Austin, C. R., Loftus-Rattan, S. M., & Baker, D. L. (2019). Racing against the vocabulary gap: Matthew effects in early vocabulary instruction and intervention. Exceptional Children, 85(2), 163–179. https://doi.org/10.1177/0014402918789162
   Web of Science ®Google Scholar
• Dale, E., & O’Rourke, J. (1981). The living word vocabulary. World Book Childcraft International.
   Google Scholar
• Dennis, L. R. (2016). The effects of a multi-component intervention on preschool children’s literacy skills. Topics in Early Childhood Special Education, 36(1), 15–29. https://doi.org/10.1177/0271121415577399
   Web of Science ®Google Scholar
• Dennis, L. R., Whalon, K., Kraut, L., & Herron, D. (2016). Effects of a teacher versus iPad-facilitated intervention on the vocabulary of at-risk preschool children. Journal of Early Intervention, 38(3), 170–186. https://doi.org/10.1177/1053815116663177
   Web of Science ®Google Scholar
• Dore, R. A., Shirilla, M., Hopkins, E., Collins, M., Scott, M., Schatz, J., … Hirsh-Pasek, K. (2019). Education in the app store: Using a mobile game to support U.S. preschoolers’ vocabulary learning. Journal of Children and Media, 13(4), 452–471. https://doi.org/10.1080/17482798.2019.1650788
   Web of Science ®Google Scholar
• Dunn, L. M., & Dunn, L. M. (2007). Peabody Picture Vocabulary Test (4th ed.). American Guidance Service.
   Google Scholar
• Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015–2016).
   Google Scholar
• Forman, S. G., Olin, S. S., Hoagwood, K. E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developers’ views of implementation barriers and facilitators. School Mental Health, 1(1), 26–36. https://doi.org/10.1007/s12310-008-9002-5
   Google Scholar
• Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., Sanetti, L. M. H., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 28(2), 77–100. https://doi.org/10.1037/spq0000019
   PubMed Web of Science ®Google Scholar
• Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149–164. https://doi.org/10.1177/001440290507100202
   Web of Science ®Google Scholar
• Gilkerson, J., Richards, J. A., Warren, S. F., Montgomery, J. K., Greenwood, C. R., Kimbrough Oller, D., Hansen, J. H. L., & Paul, T. D. (2017). Mapping the early language environment using all-day recordings and automated analysis. American Journal of Speech-Language Pathology, 26(2), 248–265. https://doi.org/10.1044/2016_AJSLP-15-0169
   PubMed Web of Science ®Google Scholar
• Goldstein, H., Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J., Guerrero, G., McCarthy, T., Schneider, N., & Spencer, T. (2016). Embedded instruction improves vocabulary learning during automated storybook reading among high-risk preschoolers. Journal of Speech, Language, and Hearing Research: JSLHR, 59(3), 484–500. https://doi.org/10.1044/2015_JSLHR-L-15-0227
   PubMed Web of Science ®Google Scholar
• Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Brookes.
   Google Scholar
• International Literacy Association. (2013). Alphabet Organizer [Mobile application software]. https://apps.apple.com/us/app/alphabet-organizer/id667013807
   Google Scholar
• Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36(1), 17–32. https://doi.org/10.1044/0161-1461(2005/003)
   PubMed Web of Science ®Google Scholar
• Kelley, E., Goldstein, H., Spencer, T., & Sherman, A. (2015). Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Childhood Research Quarterly, 31, 47–61. https://doi.org/10.1016/j.ecresq.2014.12.004
   Web of Science ®Google Scholar
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
   Google Scholar
• LearningCity®. (2018). VocabularySpellingCity [Mobile application software]. https://www.spellingcity.com/
   Google Scholar
• Lester, H. (1989). A porcupine named fluffy. Houghton Mifflin Harcourt.
   Google Scholar
• Loftus, S. M., & Coyne, M. D. (2013). Vocabulary instruction in an RTI model. Reading & Writing Quarterly, 29(1), 4–19. https://doi.org/10.1080/10573569.2013.741942
   Web of Science ®Google Scholar
• Loftus, S. M., Coyne, M. D., McCoach, D. B., Zipoli, R., & Pullen, P. (2010). Effects of a supplemental vocabulary intervention on the word knowledge of kindergarten students at-risk for language and literacy difficulties. Learning Disabilities Research & Practice, 25(3), 124–136. https://doi.org/10.1111/j.1540-5826.2010.00310.x
   Google Scholar
• Loftus-Rattan, S. M., Mitchell, A. M., & Coyne, M. D. (2016). Direct vocabulary instruction in preschool: A comparison of extended instruction, embedded instruction, and incidental exposure. The Elementary School Journal, 116(3), 391–410. https://doi.org/10.1086/684828
   Web of Science ®Google Scholar
• Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335. https://doi.org/10.3102/0034654310377087
   Web of Science ®Google Scholar
• Maynard, K. L., Pullen, P. C., & Coyne, M. D. (2010). Teaching vocabulary to first grade students through repeated shared storybook reading: A comparison of rich and basic instruction to incidental exposure. Literacy Research and Instruction, 49(3), 209–242. https://doi.org/10.1080/19388070902943245
   Google Scholar
• Moody, S., Hu, X., Kuo, L., Jouhar, M., Xu, Z., & Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences, 8(4), 1–22. https://doi.org/10.3390/educsci8040180
   Web of Science ®Google Scholar
• Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English. Reading Research Quarterly, 19(3), 304–330. https://doi.org/10.2307/747823
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2019). NAEP data explorer. Institute of Education Sciences, U.S. Department of Education. http://nces.ed.gov/nationsreportcard/naepdata/
   Google Scholar
• National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Authors.
   Google Scholar
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development.
   Google Scholar
• Neuman, S., Wong, K., Flynn, R., & Kaefer, T. (2019). Learning vocabulary from educational media: The role of pedagogical supports for low-income preschoolers. Journal of Educational Psychology, 111(1), 32–44. https://doi.org/10.1037/edu0000278
   Web of Science ®Google Scholar
• Originator Inc. (2013). Endless Alphabet [Mobile application software]. http://www.originatorkids.com
   Google Scholar
• Paivio, A. (2008). The dual coding theory. In S. B. Neuman (Ed.), Educating the other America (pp. 227–242). Brookes.
   Google Scholar
• Quinn, J. M., Wagner, R. K., Petscher, Y., & Lopez, D. (2015). Developmental relations between vocabulary knowledge and reading comprehension: A latent change score modeling study. Child Development, 86(1), 159–175. https://doi.org/10.1111/cdev.12292
   PubMed Web of Science ®Google Scholar
• Rideout, V. (2017). The Common Sense census: Media use by kids age zero to eight. Common Sense Media.
   Google Scholar
• Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly, 21(3), 221–238. https://doi.org/10.1080/10573560590949359
   Google Scholar
• Silverman, R., Crandell, J. D., & Carlis, L. (2013). Read-alouds and beyond: The effects of read aloud extension activities on vocabulary in Head Start classrooms. Early Education & Development, 24(2), 98–122. https://doi.org/10.1080/10409289.2011.649679
   Web of Science ®Google Scholar
• Silverman, R., & Hines, S. (2009). The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English language learners in pre-kindergarten through second grade. Journal of Educational Psychology, 101(2), 305–314. https://doi.org/10.1037/a0014217
   Web of Science ®Google Scholar
• Smeets, D. J. H., & Bus, A. G. (2015). The interactive animated e-book as a word learning device for kindergarteners. Applied Psycholinguistics, 36(4), 899–920. https://doi.org/10.1017/S0142716413000556
   Web of Science ®Google Scholar
• Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698–739. https://doi.org/10.3102/0034654314566989
   PubMed Web of Science ®Google Scholar
• Vega, V., & Robb, M. B. (2019). The Common Sense census: Inside the 21st-century classroom. Common Sense Media.
   Google Scholar
• Verhallen, M., & Bus, A. (2010). Low-income immigrant pupils learning vocabulary through digital picture storybooks. Journal of Educational Psychology, 102(1), 54–61. https://doi.org/10.1037/a0017133
   Web of Science ®Google Scholar
• Vygotsky, L. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner & E. Souberman, Eds. & Trans.). Harvard University Press.
   Google Scholar
• Wanzek, J. (2014). Building word knowledge: Opportunities for direct vocabulary instruction in general education for students with reading difficulties. Reading & Writing Quarterly, 30(2), 139–164. https://doi.org/10.1080/10573569.2013.789786
   Web of Science ®Google Scholar
• Wright, T. S., & Neuman, S. B. (2014). Paucity and disparity in kindergarten oral vocabulary instruction. Journal of Literacy Research, 46(3), 330–357. https://doi.org/10.1177/1086296X14551474
   Web of Science ®Google Scholar