Long-Term Effects of a Tier 1 Vocabulary Intervention for Young English Learners

• In Event: Roundtable Session 24
  In Roundtable Session: The Development of Vocabulary and Comprehension in Spanish-Speaking English Learners

Abstract

Objectives. This study explores the long term effects of a Tier 1 vocabulary intervention for young ELs on their vocabulary knowledge and if the long-term effects differ by word type (concrete cognates, concrete non-cognates; abstract cognates, abstract non-cognates).

Theoretical Framework. The new Common Core State Standards in English Language Arts requires all students to acquire English vocabulary, a key determinant of reading comprehension, and one particularly important for ELs because it is a domain of particular difficulty for them (Kieffer, 2008; Nakamoto, Lindsey, & Manis, 2008).

Methods. The sample included 424 second grade ELs in high poverty schools in a large southwestern school district. Teachers within schools were randomized into treatment and control groups. The Tier 1 vocabulary intervention consisted of 9 units delivered over 20 weeks for approximately 30 minutes per day. Intervention vocabulary was stratified by cognate status and level of conceptual complexity resulting in four word types (concrete cognates, concrete non-cognates, abstract cognates, and abstract non-cognates). Students in the control group heard the same stories and were exposed to the same target vocabulary words but did not receive explicit vocabulary instruction related to these words.

Data Sources. At pre and a post- test immediately following the intervention, students were administered the oral vocabulary subtest of the Test of Oral Language Development (TOLD) and a curriculum-based measure (CBM) that assessed students’ knowledge of words that appeared in the intervention. At delayed post test, administered ten months later, students were assessed on the TOLD oral vocabulary subtest and a shortened version of the CBM.

Results. Immediately following the intervention there were significant differences between treatment and control groups on the CBM in favor of treatment on all vocabulary types. Treatment students also outperformed control students on the TOLD oral vocabulary subtest. To investigate the long-term effects of the intervention we fit an explanatory IRT mixed model, with classroom at the between level, and items repeated within student and across waves. Results indicated there was a significant wave X treatment interaction. Follow-up analyses indicated the treatment group outperformed control students on the CBM. For the treatment group, abstract non-cognates had the biggest drop. On the TOLD, there were no group differences at delayed posttest.

Significance. To our knowledge this is the only study conducted with ELLs that has systematically investigated the interaction between treatment and word type. Findings suggest that Spanish-speaking ELs might benefit from more reinforcement for abstract non-cognates.
The study also indicates that ELLs likely need explicit vocabulary instruction sustained over time in order to more fully develop their oral language proficiency. This would be a good investment for young children given that a less developed vocabulary can have a compounding effect on acquiring new word meanings from exposure because of lack of contextual knowledge related to vocabulary--a problem Stanovich (1986) has famously called “the Matthew effect.”

Authors

• Lauren Artzi, American Institutes for Research

• Diane L. August, American Institutes for Research