Title

Examining Instructional Behaviors for Improving At-Risk Kindergarten Student Vocabulary Outcomes

Date of Award

2015

Degree Type

Thesis

Degree Name

Master of Science in School Psychology

Specialization

School Psychology

Department

Psychology

First Advisor

Susan Rattan

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.

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