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Author Cena, Johanna E
Title An investigation of the efficacy of a vocabulary intervention using vocabulary enhanced systematic and explicit teaching routines (VA SETR) on first grade Spanish readers' vocabulary development and reading comprehension
book jacket
Descript 110 p
Note Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: 3310
Adviser: Edward J. Kame'enui
Thesis (D.Ed.)--University of Oregon, 2009
In this dissertation study, the efficacy of Vocabulary Enhanced Systematic and Explicit Teaching Routines (VE SETR) as a vocabulary intervention was examined for first grade Spanish-speaking English Language Learners (ELLs). The quasi-experimental study included two groups of elementary students in two schools that had an "early exit" Spanish language arts programs, meaning students are instructed in their native languages for the purposes of early reading instruction for 2--3 years before they are transitioned to reading in English. The study examined the efficacy of a 15 minute daily vocabulary intervention using VE SETRs to enhance the vocabulary instruction in a first grade Spanish reading program. The VE SETR treatment cohort of students received 75 minutes of core reading instruction using the Macmillan McGraw-Hill reading curriculum, Tesoros, in conjunction with systematic and explicit teaching routines (SETR) that addressed all areas of reading instruction (e.g., phonics, phonemic awareness, fluency, vocabulary and comprehension) plus 15 minutes of small group VE SETR instruction. The SETR comparison group received 90 minutes of the general core-reading curriculum using Tesoros and the SETRs only, without the 15 minutes of vocabulary enhanced instruction. The study examined whether the VE SETR intervention improved vocabulary development for students in the VE SETR treatment cohort. Assessment measures included the Bilingual Verbal Ability Test (BVAT), the Test de Vocabulario en Imagenes Peabody PVT-III (TVIP), Indicadores Dinamicos del Exito en la Lectura (IDEL) oral reading fluency measure and the Depth of Knowledge (DOK) measure
Research findings indicated a statistically significant difference in favor of VE SETR treatment on students' ability to define and use target vocabulary words as measured by the Depth of Knowledge assessment. However, the VE SETR treatment had no statistically significant effect on the treatment students' oral reading fluency and on their receptive vocabulary as measured by the TVIP, or their bilingual verbal ability as measured by the BVAT. Overall, the VE SETR treatment had a positive effect for the VE SETR treatment group on one of the four measures
School code: 0171
Host Item Dissertation Abstracts International 70-09A
Subject Education, Bilingual and Multicultural
Education, English as a Second Language
Education, Elementary
0282
0441
0524
Alt Author University of Oregon
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