Early vocabulary assessment within a response to intervention framework

The current study examined the predictive and social validity of two weekly vocabulary assessments embedded within a Tier I Kindergarten vocabulary curriculum. Participants (N=250 Kindergarten students) received ongoing vocabulary instruction and their target word knowledge was monitored weekly over the course of 24 weeks using two target word assessments (a Yes/No assessment and Receptive Picture assessment). Data from the weekly vocabulary assessments were examined at multiple time points with various cut scores. Predictive validity was examined in terms of correct classification of student risk for poor vocabulary outcomes, and results were compared with standardized measures of general receptive and expressive vocabulary knowledge. Teacher judgments regarding the efficiency and effectiveness of the two weekly vocabulary assessments were examined. Considerations for vocabulary assessment within a multi-tiered or Response to Intervention framework are made