Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties

137 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers. NCSER 2014-3000. (2014, background): “Pullen, Tuckwiller, Maynard, Konold, and Coyne (2010) used the rich instruction approach with first graders at risk for reading difficulties and found results that were similar to Loftus et al. (2010). They found moderate positive effects favoring students with weaker skills who received additional,”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “72 Coyne, McCoach, and Kapp (2007); Loftus et al. (2010).”
Book reading and vocabulary development: A systematic review (2016, unknown): “Loftus et al. (2010) No Yes – # UtbD Yes – # UtbD No Yes – 2X Yes Yes”