{"product_id":"2940148567189","title":"The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB)","description":"Improving the ability of at-risk children to read and comprehend text has been a high\u003cbr\u003epriority in education policy over the last two decades. Low levels of reading achievement have\u003cbr\u003ebeen related to low academic performance, and one critical factor in reading achievement is\u003cbr\u003eadequate vocabulary knowledge. Children from disadvantaged backgrounds often lack general\u003cbr\u003eand academic vocabulary to enable them to acquire knowledge and comprehend text when they\u003cbr\u003elearn to read.\u003cbr\u003eState education departments, in discussions with Regional Educational Laboratory (REL)\u003cbr\u003eSoutheast, identified low reading achievement as a critical issue for their students and expressed\u003cbr\u003ean interest in identifying effective strategies to promote the foundational skills in young students\u003cbr\u003ethat might improve reading achievement. The Mississippi State Department of Education has\u003cbr\u003efocused specifically on interventions that might enhance students’ vocabulary knowledge. The\u003cbr\u003eMississippi state legislature established a high priority on meeting the early education needs of\u003cbr\u003estudents in or near the Delta, a primarily rural area of the state with a high level of poverty and\u003cbr\u003ehistorically low performance on reading achievement. To address these concerns, the current\u003cbr\u003estudy tests the impact of a kindergarten vocabulary instruction program on students’ expressive\u003cbr\u003evocabulary when used across a range of districts and schools in the Mississippi Delta by\u003cbr\u003ekindergarten teachers as a supplement to their regular instructional program. Previous research\u003cbr\u003eon the program showed that a preschool version of the curriculum was associated with improved\u003cbr\u003estudent vocabulary acquisition but did not provide a test using methodologies that can establish\u003cbr\u003ecausal relationships.\u003cbr\u003eKindergarten PAVEd for Success (K-PAVE) was selected to be tested in Mississippi for\u003cbr\u003ethree reasons. First, there were only a small number of vocabulary interventions appropriate for\u003cbr\u003ethis age group to be considered. Second, among these, PAVE—the preschool version of the\u003cbr\u003eintervention—was the only one for which an impact study had been completed that provided\u003cbr\u003esome evidence of effects. Third, K-PAVE was the only curriculum that had developed teacher\u003cbr\u003etraining materials and a training protocol, which meant that it could be implemented with\u003cbr\u003esufficient fidelity across a variety of districts and school settings. The experimental design of this\u003cbr\u003eevaluation addresses limitations of earlier research and ensures a valid basis for estimating the\u003cbr\u003eeffect of K-PAVE, implemented across a range of settings in the real world, on vocabulary\u003cbr\u003eknowledge of students in kindergarten.","brand":"ReadCycle","offers":[{"title":"Default Title","offer_id":47179843109104,"sku":"2940148567189","price":2.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0737\/7593\/9824\/files\/2940148567189_p0.jpg?v=1763704937","url":"https:\/\/shop-qa.barnesandnoble.com\/products\/2940148567189","provider":"Barnes \u0026 Noble (DEV)","version":"1.0","type":"link"}