Vocab+ vocabulary-added intervention (semantic-relations and morphological-awareness variants)

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description

A supplementary push-in classroom intervention for first-grade English Learners combining explicit vocabulary instruction with phonological awareness and decoding. Words were Tier II words drawn from weekly expository passage read-alouds, introduced with "synonyms, antonyms, pictures, examples and non-examples, and definitional sentences," and revisited across the eight weeks. The SR variant taught grouping, comparing, and semantic feature analysis of word meanings; the MA variant taught roots, inflectional and derivational suffixes, and word formation through activities such as a cubes game.

Design Implications

Context

Requirements

• Small-group instruction by trained researchers within regularly scheduled language arts time
• An average of 15 minutes per day, four days a week, for eight weeks
• Weekly expository passage read-aloud shared across conditions

Constraints

• Evaluated only with first-grade, primarily Spanish-speaking English Learners in one Title I school
• Vocabulary outcomes were measured with an experimental true/false sentence test of taught words

Target Learners

• First-grade English Learners at risk of reading difficulty

Learning Goals

• Target word vocabulary knowledge
• Phonological awareness and decoding
• Morphological and semantic word-learning strategies

Claims

• Vocab Added Larger Target Vocabulary Gains [+M]
• Vocab Added Maintains Decoding Gains [+M]

Related Designs

Examples

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Key Sources

• Filippini, A. L., Gerber, M. M., & Leafstedt, J. M. (2012). A Vocabulary-Added Reading Intervention for English Learners At-Risk of Reading Difficulties. International Journal of Special Education, 27(3). https://www.internationaljournalofspecialeducation.com

Page metadata

Field	Value
type	design
id	vocab-plus-intervention-element
title	Vocab+ vocabulary-added intervention (semantic-relations and morphological-awareness variants)
description	A supplementary push-in classroom intervention for first-grade English Learners combining explicit vocabulary instruction with phonological awareness and decoding.
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — filippini-2012

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