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Vocabulary Instruction Embedded in Narrative Intervention: A Repeated Acquisition Design Study With First Graders at Risk of Language-Based Reading Difficulty.

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Title: Vocabulary Instruction Embedded in Narrative Intervention: A Repeated Acquisition Design Study With First Graders at Risk of Language-Based Reading Difficulty.
Authors: Spencer, Trina D.1 trinaspencer@ku.edu, Kirby, Megan S.1, Petersen, Douglas B.2
Source: American Journal of Speech-Language Pathology. Jan2024, Vol. 33 Issue 1, p135-152. 18p.
Subject Terms: *Teacher-student relationships, *Teaching methods, *Phonological awareness, *Reading disability, *Speech evaluation, *Language acquisition, *Learning strategies, *Pre-tests & post-tests, *Ability, *Training, *Vocabulary, *Intellect, *Students, *School children, *Demography, *Language disorders, *Educational outcomes, *Storytelling, *Autobiography, Statistics, Confidence intervals, Evidence gaps, Risk assessment, Surveys, Informed consent (Medical law), Descriptive statistics, Disease risk factors
Abstract: Purpose: The purpose of the current study was to investigate the effect of vocabulary instruction embedded in the narrative intervention on the immediate and retained definitional knowledge of taught words for first graders at risk for language-related reading difficulties. Method: We employed a repeated acquisition design with innovative quality features and supplemental statistics with 11 treatment students and three control students. In the context of the school's multitiered system of supports, treatment students received 30-min small group interventions, 4 days a week for 12 weeks. Intervention involved story retelling and personal story generation lessons, both of which emphasized the learning and practicing of target vocabulary words in each story. Pre- and postprobes of the taught definitions were conducted every week. Results: According to visual analysis conventions of single-case research, there was a consistent pattern of improvement from pre- to postprobes for all treatment participants, but for none of the control participants. Retention was also consistently observed, when measured at Week 13. Supplemental statistics confirmed that large effects were associated with the intervention. Conclusion: Vocabulary instruction embedded in narrative intervention led to meaningful acquisition and retention of taught vocabulary for students at risk of language-based reading difficulty. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Vocabulary Instruction Embedded in Narrative Intervention: A Repeated Acquisition Design Study With First Graders at Risk of Language-Based Reading Difficulty.
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  Data: <searchLink fieldCode="AR" term="%22Spencer%2C+Trina+D%2E%22">Spencer, Trina D.</searchLink><relatesTo>1</relatesTo><i> trinaspencer@ku.edu</i><br /><searchLink fieldCode="AR" term="%22Kirby%2C+Megan+S%2E%22">Kirby, Megan S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Petersen%2C+Douglas+B%2E%22">Petersen, Douglas B.</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Jan2024, Vol. 33 Issue 1, p135-152. 18p.
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of the current study was to investigate the effect of vocabulary instruction embedded in the narrative intervention on the immediate and retained definitional knowledge of taught words for first graders at risk for language-related reading difficulties. Method: We employed a repeated acquisition design with innovative quality features and supplemental statistics with 11 treatment students and three control students. In the context of the school's multitiered system of supports, treatment students received 30-min small group interventions, 4 days a week for 12 weeks. Intervention involved story retelling and personal story generation lessons, both of which emphasized the learning and practicing of target vocabulary words in each story. Pre- and postprobes of the taught definitions were conducted every week. Results: According to visual analysis conventions of single-case research, there was a consistent pattern of improvement from pre- to postprobes for all treatment participants, but for none of the control participants. Retention was also consistently observed, when measured at Week 13. Supplemental statistics confirmed that large effects were associated with the intervention. Conclusion: Vocabulary instruction embedded in narrative intervention led to meaningful acquisition and retention of taught vocabulary for students at risk of language-based reading difficulty. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=174676396
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2023_AJSLP-23-00004
    Languages:
      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 135
    Subjects:
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Reading disability
        Type: general
      – SubjectFull: Speech evaluation
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Learning strategies
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Ability
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      – SubjectFull: Training
        Type: general
      – SubjectFull: Vocabulary
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      – SubjectFull: Intellect
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      – SubjectFull: Students
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      – SubjectFull: School children
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      – SubjectFull: Language disorders
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Confidence intervals
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      – SubjectFull: Evidence gaps
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      – SubjectFull: Disease risk factors
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      – TitleFull: Vocabulary Instruction Embedded in Narrative Intervention: A Repeated Acquisition Design Study With First Graders at Risk of Language-Based Reading Difficulty.
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              Text: Jan2024
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