Vocabulary Instruction Within a Multi-Tier Approach

Systematic CHAAOS: Teaching Vocabulary in English/Language Arts Special Education Classes in Middle School

“…The quality of discussion in Word Generation classes exceeded that in control classes, and Lawrence et al found that classes that spent more time in discussion of academic words had higher outcomes than those with less discussion. Nevertheless, improvement in knowledge of taught words, though significant, was small and no improvement was found on transfer to a standardized measure of vocabulary, a finding that echoed results in studies with younger students (e.g., Loftus & Coyne, 2013).…”

“…Research on intervention to improve vocabulary has a decades-long history, and has been conducted primarily with students in general education TEACHING ACADEMIC VOCABULARY IN MIDDLE SCHOOL environments, most often in elementary schools (e.g., Carlo et al, 2004;Loftus & Coyne, 2013;McKeown, Beck, Omanson, & Pople, 1985). Reviews of this research (e.g., Elleman, Lindo, Morphy, & Compton, 2009;Stahl & Fairbanks, 1986) have found positive effects consistently for taught words and sometimes for comprehension of passages containing the taught words, but rarely on standardized measures.…”

Evidence-based practices to stimulate emergent literacy skills in kindergarten in France: A large-scale study

“…If oral comprehension is to be stimulated (perhaps for more than the 9 h during the school year used in our study), then vocabulary-related interventions could be proposed to children with poor lexical knowledge. In future evidence-based practices conducted in France (for English-speaking children, see Coyne et al, 2010;Loftus & Coyne, 2013), it would seem to be of value to promote such interventions because vocabulary is a core component in reading and acts both as a predictor of phonological sensitivity and as a predictor of comprehension (see Section 1.1.2).…”

Intervención en el control inhibitorio en niños con y sin trastorno de lenguaje dentro del aula

“…Probablemente, la falta de feedback individualizado, debido a que la aplicación se produjo siempre en grupos heterogéneos (niños con y sin dificultades), ya fuera en el grupo clase o en grupos más pequeños, no ayudó a que los niños con más dificultades experimentasen mejoras. En este sentido, estudios previos ya han señalado la necesidad de una atención individualizada en niños con TDL para conseguir un efecto positivo de la intervención en el vocabulario o la lectura (Acosta Rodríguez, Ramírez Santana, & Axpe Caballero, 2020;Linan-Thompson, Vaughn, Prater, & Cirino, 2006;Loftus & Coyne, 2013;Loftus, Coyne, McCoach, Zipoli, & Pullen, 2010;Marulis & Neuman, 2010). Así, es necesario adoptar un modelo de Response to Intervention (RTI, o Respuesta a la intervención; RTI Action Network, 2017) que tenga en cuenta la atención inclusiva de las dificultades del lenguaje en la escuela (Muntaner, 2019), al mismo tiempo que los niños que necesitan mayor atención progresan y mejoran sus habilidades (Acosta Rodríguez, 2012;Acosta Rodríguez et al, 2020).…”