How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review
Journal of Research on Educational Effectiveness
Marulis, L. M., & Neuman, S. B. (2013).
Journal of Research on Educational Effectiveness, 6(3), 223-262.
This meta-analysis compares the effect of vocabulary interventions to conventional reading instruction on vocabulary development in young children, birth to 6-years old, at-risk for word learning difficulties (e.g., low socioeconomic status, English Language Learner, low academic achievement, language delays/disorders).
Institute of Education Sciences, U.S. Department of Education
Not stated
Experimental group studies; quasi-experimental group studies
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No significant differences were found in word-learning gains as a result of group size. Interventions provided by non-certified/non-degreed child care providers (k= 6, g= 0.21, SE= 0.11, 95% CI=-0.001 to 0.44) were significantly less effective than those conducted by parents (k= 5, g= 0.71, SE= 0.26, 95% CI= 0.31 to 1.22), researchers (k= 13, g= 0.95, SE = 0.24, 95% CI= 0.48 to 1.42); or certified teachers (k= 20, g= 1.25, SE= 0.19, 95%CI= 0.89 to 1.62). The authors note a potential impact of treatment fidelity. No significant difference in outcomes were noted between interventions provided by parents, researchers, or certified teachers. Although service dosage was found to be variable, findings did not suggest that any aspect of dosage was predictive of at-risk children's word-learning growth.
Findings demonstrated positive overall effects of vocabulary intervention for at-risk learners prior to conventional reading (g= 0.87, SE=0.08, 95% CI=0.71 to 1.04, p< .001). No significant difference in vocabulary gain was noted for pre-kindergarten or kindergarten children.
