Examining instructional behaviors for improving at-risk Kindergarten student vocabulary outcomes

Chelsea A Tucker, University of Rhode Island

Abstract

The present study used a multilevel modeling (MLM) approach to examine the predictive utility of three instructional behaviors (modeling, provision of feedback, and elicitation of elaboration) during a 20-week Tier 2 vocabulary intervention as they relate to student expressive and receptive vocabulary outcomes. Instructional behaviors of thirteen interventionists during delivery of the small-group intervention to Kindergarten students (N=69) was coded by multiple observers and analyzed. Findings suggest that modeling, feedback, and elaboration do not significantly predict student vocabulary outcomes within a Tier 2 vocabulary intervention. Limitations and future directions for research are discussed.^

Subject Area

Education|Teacher education|Psychology

Recommended Citation

Chelsea A Tucker, "Examining instructional behaviors for improving at-risk Kindergarten student vocabulary outcomes" (2015). Dissertations and Master's Theses (Campus Access). Paper AAI1606423.
http://digitalcommons.uri.edu/dissertations/AAI1606423

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