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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research on Educational Effectiveness on 12/01/2016, available online: http://www.tandfonline.com/10.1080/19345747.2015.1126875

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A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

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A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. / Language and Reading Research Consortium; Arthur, Ann; Davis, Dawn.
In: Journal of Research on Educational Effectiveness, Vol. 9, No. 2, 2016, p. 173-200.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Language and Reading Research Consortium, Arthur, A & Davis, D 2016, 'A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth', Journal of Research on Educational Effectiveness, vol. 9, no. 2, pp. 173-200. https://doi.org/10.1080/19345747.2015.1126875

APA

Language and Reading Research Consortium, Arthur, A., & Davis, D. (2016). A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness, 9(2), 173-200. https://doi.org/10.1080/19345747.2015.1126875

Vancouver

Language and Reading Research Consortium, Arthur A, Davis D. A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. Journal of Research on Educational Effectiveness. 2016;9(2):173-200. Epub 2016 Jan 12. doi: 10.1080/19345747.2015.1126875

Author

Language and Reading Research Consortium ; Arthur, Ann ; Davis, Dawn. / A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth. In: Journal of Research on Educational Effectiveness. 2016 ; Vol. 9, No. 2. pp. 173-200.

Bibtex

@article{1c49e5db811f41729f09c79e749fc48f,
title = "A pilot study of the impact of double-dose robust vocabulary instruction on children{\textquoteright}s vocabulary growth",
abstract = "Double-dose instruction, in which instructional lessons are supplemented to provide additional instructional time, is a mechanism used in some schools for boosting outcomes in certain academic areas. The purpose of study was to examine the effects of double-dose vocabulary instruction, relative to single-dose and business-as-usual control instruction, for pre-kindergarteners through third-graders in a quasi-experimental pilot study; the vocabulary instruction was embedded in a more broadly focused language-comprehension intervention. Pretest, posttest, and measures of targeted vocabulary were collected over a 21-week period of implementation to investigate children's vocabulary development during the intervention. In general, single- and double-dose instruction resulted in equivalent effects on children's learning of targeted vocabulary, although effect-size estimates were always larger for the Double-Doses condition relative to single-dose. Both were superior to the business-as-usual instruction, with effect-size estimates similar to that seen in the vocabulary-intervention literature. The results of this pilot study suggest that increased instructional time devoted to vocabulary development only may not provide enhanced outcomes for some students, and thus may not be a worthwhile investment of school resources compared to other language-based instruction.",
keywords = "vocabulary, curriculum-based measures, quasi-experiment, classroom instruction",
author = "{Language and Reading Research Consortium} and Cain, {Katherine Elizabeth} and Ann Arthur and Dawn Davis",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research on Educational Effectiveness on 12/01/2016, available online: http://www.tandfonline.com/10.1080/19345747.2015.1126875",
year = "2016",
doi = "10.1080/19345747.2015.1126875",
language = "English",
volume = "9",
pages = "173--200",
journal = "Journal of Research on Educational Effectiveness",
issn = "1934-5739",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - A pilot study of the impact of double-dose robust vocabulary instruction on children’s vocabulary growth

AU - Language and Reading Research Consortium

AU - Cain, Katherine Elizabeth

AU - Arthur, Ann

AU - Davis, Dawn

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Research on Educational Effectiveness on 12/01/2016, available online: http://www.tandfonline.com/10.1080/19345747.2015.1126875

PY - 2016

Y1 - 2016

N2 - Double-dose instruction, in which instructional lessons are supplemented to provide additional instructional time, is a mechanism used in some schools for boosting outcomes in certain academic areas. The purpose of study was to examine the effects of double-dose vocabulary instruction, relative to single-dose and business-as-usual control instruction, for pre-kindergarteners through third-graders in a quasi-experimental pilot study; the vocabulary instruction was embedded in a more broadly focused language-comprehension intervention. Pretest, posttest, and measures of targeted vocabulary were collected over a 21-week period of implementation to investigate children's vocabulary development during the intervention. In general, single- and double-dose instruction resulted in equivalent effects on children's learning of targeted vocabulary, although effect-size estimates were always larger for the Double-Doses condition relative to single-dose. Both were superior to the business-as-usual instruction, with effect-size estimates similar to that seen in the vocabulary-intervention literature. The results of this pilot study suggest that increased instructional time devoted to vocabulary development only may not provide enhanced outcomes for some students, and thus may not be a worthwhile investment of school resources compared to other language-based instruction.

AB - Double-dose instruction, in which instructional lessons are supplemented to provide additional instructional time, is a mechanism used in some schools for boosting outcomes in certain academic areas. The purpose of study was to examine the effects of double-dose vocabulary instruction, relative to single-dose and business-as-usual control instruction, for pre-kindergarteners through third-graders in a quasi-experimental pilot study; the vocabulary instruction was embedded in a more broadly focused language-comprehension intervention. Pretest, posttest, and measures of targeted vocabulary were collected over a 21-week period of implementation to investigate children's vocabulary development during the intervention. In general, single- and double-dose instruction resulted in equivalent effects on children's learning of targeted vocabulary, although effect-size estimates were always larger for the Double-Doses condition relative to single-dose. Both were superior to the business-as-usual instruction, with effect-size estimates similar to that seen in the vocabulary-intervention literature. The results of this pilot study suggest that increased instructional time devoted to vocabulary development only may not provide enhanced outcomes for some students, and thus may not be a worthwhile investment of school resources compared to other language-based instruction.

KW - vocabulary

KW - curriculum-based measures

KW - quasi-experiment

KW - classroom instruction

U2 - 10.1080/19345747.2015.1126875

DO - 10.1080/19345747.2015.1126875

M3 - Journal article

VL - 9

SP - 173

EP - 200

JO - Journal of Research on Educational Effectiveness

JF - Journal of Research on Educational Effectiveness

SN - 1934-5739

IS - 2

ER -