Michael D. Coyne|D. Betsy McCoach|Susan M. Loftus|Richard P. Zipoli|Sharon Kapp
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth
University of Rhode Island|Hartford Public Schools|Worcester Public Schools
purpose study compare 2 methods directly teaching word meanings kindergarten students within storybook readalouds varied instructional time depth instruction along control condition provided students incidental exposure target words embedded instruction introduces target word meanings storybook readings timeefficient manner extended instruction time intensive provides multiple opportunities interact target words outside context story participants included 42 kindergarten students taught 9 target words 3 method target words counterbalanced withinsubjects design findings indicated extended instruction resulted full refined word knowledge embedded instruction resulted partial knowledge target vocabulary implications discussed relation strengths limitations different approaches direct vocabulary instruction kindergarten tradeoffs instruction focuses teaching breadth versus depth