Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB). Kindergarten Final Evaluation Report

摘要

Improving the ability of at-risk children to read and comprehend text has been a high priority in education policy over the last two decades. Low levels of reading achievement have been related to low academic performance, and one critical factor in reading achievement is adequate vocabulary knowledge. Children from disadvantaged backgrounds often lack general and academic vocabulary to enable them to acquire knowledge and comprehend text when they learn to read. State education departments, in discussions with Regional Educational Laboratory (REL) Southeast, identified low reading achievement as a critical issue for their students and expressed an interest in identifying effective strategies to promote the foundational skills in young students that might improve reading achievement.