Word Learning in First Grade: Evaluating the Effectiveness of a Technology-Based and an Extended Vocabulary Intervention. Issue 4 (4th July 2021)

• Record Type: Journal Article
• Authors: Loftus-Rattan, Susan M.; Furey, Jenlyn
• Is Part Of: Reading and writing quarterly. Volume 37:Issue 4(2021)
• Page Start: 317
• Page End: 335
• Publication Date: 2021-07-04
• Subjects: Reading disability -- Periodicals; Language arts -- Remedial teaching -- Periodicals; Learning disabilities -- Periodicals; 371.91405
• DOI: 10.1080/10573569.2020.1800540
• Languages: English
• ISSNs: 1057-3569

Abstract

Abstract: In this study we examine the effectiveness of a technology-based vocabulary intervention compared to an extended vocabulary intervention that has been validated in previous studies. At-risk first grade students learned new words through each condition in a within-subjects design. Comparisons of target word knowledge between the two conditions were made within each participant using a repeated measures ANOVA. Our findings indicated that students learned words to a greater degree when they were taught using the extended vocabulary condition when compared to word learning in the technology-based condition. However, students did demonstrate meaningful gains in target word knowledge in the technology-based condition. We discuss the benefits and limitations of each intervention in terms of feasibility and resource requirements.