Vocabulary Development in the Early Grades (PK-3): Effective Classroom and Intervention Practices

Vocabulary reading achievement continues to be of particular importance across the Southeast and other regions. The National Reading Panel (2000) has identified vocabulary as one of five key aspects of literacy involved in the reading comprehension of skilled readers. What strategies have an impact on vocabulary development in young children?

SERVE hosted a two-hour webinar on October 24th in which participants heard from researchers on the findings and recommendations from The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis by Loren M. Marulis and Susan B. Neuman.

Participants had the opportunity to interact with the researchers to pose questions and reflect upon the implications of the research on both policy and practice.

During this webinar, participants:

• Gained a better understanding of what research says are effective vocabulary instruction strategies in early childhood;
• Engaged in a discussion of challenges, barriers, and solutions related to appropriate literacy improvement strategies and vocabulary development with their colleagues; and
• Gained an understanding of implications for policies and practices in their schools, districts, and states.

Presenters:

Susan B. Neuman is a Professor in Educational Studies specializing in early literacy development. Previously, she has served as the U.S. Assistant Secretary for Elementary and Secondary Education.  In her role as Assistant Secretary, she established the Early Reading First program, developed the Early Childhood Educator Professional Development Program and was responsible for all activities in Title I of the Elementary and Secondary Act.  She has directed the Center for the Improvement of Early Reading Achievement (CIERA) and currently directs the Michigan Research Program on Ready to Learn. She has served on the IRA Board of Directors (2001-2003), and other numerous boards of non-profit organizations.  Along with Linda Gambrell, she is the incoming Editor of Reading Research Quarterly, the most prestigious journal in reading research.  Her research and teaching interests include early childhood policy, curriculum, and early reading instruction, prek-grade 3 for children who live in poverty.   She has written over 100 articles, and authored and edited 11 books, including the Handbook of Early Literacy Research (Volumes I, II, III) with David Dickinson, “Changing the Odds for Children at Risk” (Teachers College Press, 2009) “Educating the Other America” (Brookes, 2008) and “Multimedia and Literacy Development (Taylor & Francis, 2008).  Her research and teaching interests include early childhood policy, curriculum, and early reading instruction for prekindergarten through Grade 3.

Loren M. Marulis is a doctoral student in the Combined Program in Education and Psychology at the University of Michigan specializing in meta-analysis and the malleability of early cognitive development. Her research to date has examined how, and under what conditions, interventions or instruction facilitate children’s learning using both qualitative (i.e., classroom observation) and quantitative (i.e., meta-analysis; experimental design) methods. She currently serves as a research assistant under Professor Susan B. Neuman in the Michigan Research Program on Ready to Learn at the University of Michigan. Previously, she has examined the effectiveness of instruction across domains and ages in several cognitive development labs and educational research projects. While earning a Master's degree in Cognitive Psychology, she was trained in meta-analytic research by Professor Larry Hedges and, under his guidance, has completed a meta-analysis on the effects of training and experience on spatial skills in young children through adults. Along with Professor Neuman, she has published an additional meta-analysis that examined the effects of training and instruction on early word learning. She has also earned a Master's degree in Curriculum and Instruction and was an elementary school teacher and learning specialist for seven years.

Resources

 Vocabulary Development in the Early Grades (PK-3): Effective Classroom and Intervention Practices presentation

  Watch the video archive of the webinar (plays in Windows Media Player)

  SERVE introductory presentation

The Effects of Vocabulary Intervention on Young Children’s Word Learning: A Meta-Analysis
        by Loren M. Marulis and Susan B. Neuman.

The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (full report) - REL Southeast conducted a randomized control trial in the Mississippi Delta to test the impact of a kindergarten vocabulary instruction program on students’ expressive vocabulary. The study titled, The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (K-PAVE), found a significant positive impact for student’s vocabulary development and academic knowledge, as well as for the classroom instruction outcome of vocabulary and comprehension support.