Tanya S. Wright|Susan B. Neuman
Paucity and Disparity in Kindergarten Oral Vocabulary Instruction
Michigan State University|New York University
purpose study examine oral vocabulary instruction enacted kindergarten four days 12 hours instruction observed 55 classrooms range socioeconomic status schools instruction coded evidence vocabulary instruction total 660 hours observation results revealed teachers explained word meanings teachable moments context instruction findings revealed onetime brief word explanations unsystematic word selection minimal time devoted subject areas science social studies word explanations dense teachers serving economically advantaged schools explained words often likely address sophisticated words teachers serving economically disadvantaged schools results suggest current state instruction may contributing rather ameliorating vocabulary gaps socioeconomic status