Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure

By Incidental Exposure, Michael D. Coyne, D. McCoach, Sharon Kapp. 2007

341 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a1a2c158ade037baa54f5714957b4bc0f5e7043f

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In Developmental and Educational Psychology

Citations in the corpus

Supporting Young Children’s Vocabulary Growth: The Challenges, the Benefits, and Evidence-Based Strategies (2011, background): “• Introduce new words that are important to an understanding of picture books before reading the book aloud; use synonyms or simplified definitions, and concrete examples (Coyne et al. 2007).”
Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, neutral): “72 Coyne, McCoach, and Kapp (2007); Loftus et al. (2010).”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, methodology): “We recently conducted a study in which we evaluated the effects of both types of instruction on the word learning of 32 kindergarten students from an urban school in the Northeast (Coyne et al., 2007).”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, methodology): “We have evaluated the effects of this instruction on the short-term word learning of target vocabulary in previous studies (Coyne et al., 2009; Coyne et al., 2007).”
The Effects of Vocabulary Intervention on Young Children’s Word Learning (2010, background): “Others (e.g., Coyne et al., 2007; Sénéchal & Cornell, 1993) have moved to relying on author-created measures to attain enough sensitivity to detect fine-grain and more comprehensive vocabulary growth.”
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, methodology): “The instructional procedures employed in the classroom-based instruction condition were developed and evaluated within the context of a previous program of research (Project VI-TAL: Vocabulary Intervention Targeting At-Risk Learners, Coyne et al., 2007; Coyne et al., 2009).”
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability (2010, methodology): “Overall, the emerging research evidence suggests that students as young as kindergarten, including students with low vocabularies, can develop deep and meaningful understandings of complex vocabulary in the context of rich instruction (Coyne et al., 2007).”