Closing the Vocabulary Gap in Preschool: Explicit Vocabulary Intervention Embedded in Interactive Storybook Reading

The impact of interactive storybook reading and embedded vocabulary instruction on expressive and receptive vocabulary learning of 4-year olds attending a Head Start program was evaluated. Ten tier two vocabulary words from two storybooks were targeted in a small group setting using repeated interactive storybook reading. The study examined whether explicit vocabulary intervention techniques provided within the interactive storybook reading increased word knowledge for preschool students from low socioeconomic households. Results comparing the treatment group with controls showed that both groups gained in receptive vocabulary knowledge, while a large effect-size was calculated for the intervention group. Semantic knowledge, or the ability to express the definitions of target words, showed small gains for the treatment group. Finally, the language sample data showed considerable spontaneous use of the target vocabulary words demonstrating expressive vocabulary skills. Keywords: vocabulary gap, language delay, Head Start, interactive storybook reading (ISR), explicit vocabulary interventionI. INTRODUCTION 1 -- II. LITERATURE REVIEW 4 -- Aspects of Word Learning 6 -- Preschool is a pivotal time for language development 11 -- Vocabulary Gap 12 -- Types of interventions 15 -- Shared storybook reading 15 -- Interactive storybook reading 17 -- Dialogic reading intervention. 19 -- Aspects of Vocabulary Intervention 21 -- Explicit vocabulary intervention. 21 -- Word selection. 22 -- Explicit versus implicit vocabulary intervention. 23 -- Explicit vocabulary intervention embedded in ISR 24 -- Low SES and vocabulary intervention. 25 -- III. METHODOLOGY 29 -- Participants 29 -- Materials 32 -- Vocabulary measures 32 -- Semantic knowledge vocabulary probe 33 -- Receptive vocabulary probe 33 -- Language sample 34 -- Intervention materials 35 -- Storybooks. 35 -- Word targets 36 -- Procedures 37 -- Control Condition. 37 -- Treatment Condition. 38 -- Intervention procedures 39 -- Intervention training 40 -- Data Sources and Analysis 41 -- IV. RESULTS 45 -- Receptive Vocabulary Scores 45 -- Semantic Knowledge Probe Scores 48 -- Language Sample Data 50 -- Intervention Data 53 -- Fidelity, Validity, and Reliability 54 -- V. DISCUSSION 56 -- Receptive Vocabulary 56 -- Semantic Knowledge 58 -- Expressive Vocabulary 60 -- Implications 62 -- Limitations 63 -- VI. CONCLUSION 65 -- VII. References 67 -- VIII. Appendix A: Institutional Review Board Expedited Protocol Approval 800 -- IX. Appendix B: Permission for Participation in Research 833 -- X. Appendix C: Definition Test Form 109 -- XI. Appendix D: Comprehension Test 1879 -- XII. Appendix E: Vocabulary Intervention Assessment 1133 -- XIII. Appendix F: Fluency Rubric 1155Lamb, KatherineCarter, Matthew D.Randolph, CrystalRobinson, Jade H.S.L.P.D.Doctor of Speech-language Patholog