Examining Instructional Behaviors for Improving At-Risk Kindergarten Student Vocabulary Outcomes
Date of Award
Master of Arts in Psychology
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.
Tucker, Chelsea A., "Examining Instructional Behaviors for Improving At-Risk Kindergarten Student Vocabulary Outcomes" (2015). Open Access Master's Theses. Paper 800.
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