Eval. of Program for Infant/Toddler Care: Training of Caregivers Study (PITC)

EL Southeast conducted a randomized control trial in the Mississippi Delta to test the impact of a kindergarten vocabulary instruction program on students' expressive vocabulary—the words students understand well enough to use in speaking. The study, The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten, found that the 24-week K-PAVE program had a significant positive impact on students' vocabulary development and academic knowledge and on the vocabulary and comprehension support that teachers provided during book read-alouds and other instructional time. K-PAVE is designed to build children's vocabulary and comprehension skills, oral language skills, and enhance teacher-child relationships. K-PAVE is one of only a few kindergarten-age-appropriate vocabulary interventions and the only intervention with teacher training materials. An existing preschool version of K-PAVE had already demonstrated some evidence of positive effects from an impact study. The K-PAVE intervention group included 64 schools, 128 kindergarten classrooms and teachers, and 1,296 kindergarten students (596 treatment and 700 control students). Other findings include: Kindergarteners who received the K-PAVE intervention were one month further ahead in vocabulary development and academic knowledge at the end of kindergarten compared with their peers who did not receive the intervention. However, there were no statistically significant differences between the two groups on listening comprehension.

The kindergarten teachers trained in the program were significantly more likely than their peers who did not receive K-PAVE training to provide vocabulary and comprehension support to students during book read alouds and other instructional times (e.g., providing background information; making connections to students' experiences; asking students to analyze, explain, make inferences; introducing vocabulary words).

The program did not produce a statistically significant impact on either instructional support or emotional support (promoted during the K-PAVE relationship-building conversations) in the classroom. Additionally, the program did not impact the amount of instructional time spent on literacy in areas other than vocabulary and comprehension.

Data and Resources

This dataset has no data

Additional Info

Field Value
Record creation timestamp 2023-03-20 17:32 UTC
Record last modification timestamp 2023-03-20 17:38 UTC
Agency dataset ID NCEE 2010–4014
Alternative title(s)
    Program
    Program Title
    Preferred citation

    Goodson, B., Wolf, A., Bell, S., Turner, H., and Finney, P.B. (2010).The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB). (NCEE 2010- 4014). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
    Source(s) National Center for Education Statistics
    Other Source(s)
    URL(s) for general survey info
      Co-Reviewer(s)
      Authorizer(s) National Center for Education Statistics
      Other Authorizer(s)
      Funder(s)/Sponsor(s)
        Other Funder(s)/Sponsor(s)
        Additional information about restricted dataset https://ies.ed.gov/ncee/pubs/20104014/index.asp#:~:text=The%20study%2C%20The%20Effectiveness%20of%20a%20Program%20to,provided%20during%20book%20read-alouds%20and%20other%20instructional%20time.
        DOI
        Earliest Year of Data Available 2008
        Most Recent Year of Data Available 2009
        Smallest geographic unit Other (specify)
        Smallest geographic unit (other) Data does not represent any geographic unit
        Universe
        1. 65 schools. 128 kindergarten classrooms and teachers. 1,296 kindergarten students
        Spatial coverage
        1. Not generalizable
        Classification Education
        Unit of observation
        • Individual
        • Institution (e.g., religious, educational)
        Unit of observation (other)
        Sample

        65 schools (31 intervention and 34 control). 17 reading first schools, 5 had a Mississppi state reading initiative, and 43 had a local district inititative or no reading inititative. 128 kindergarten classrooms and teachers. 1,296 kindergarten students (596 intervention and 700 control).
        Frequency of data collection
          Frequency of data collection (other)
          Method of data collection
          • Administrative records
          • Experiment (incl. clinical trials and RCTs)
          Method of data collection (other)
          Reference date
            Reference date (other)
            Data collection notes
            Number of cases
            Number of variables
            Linkage capabilities
            Linkage variables
              Where to apply https://nces.ed.gov/pubsearch/licenses.asp
              Fees
              Access modality NCES Remote Access
              Usage restrictions
              Public Use File available
              Public-use version
              Summary of differences
              Geography differs from restricted-use file (RUF)
              Variable detail differs from Restricted Use File (RUF)
              FTI flag
              Trust level Trust Level 3
              Provisioned by state
                Provisioned by other geographic unit
                  Provisioned by month
                    Provisioned year(s)
                    1. Not Applicable
                    Provisioned by other time unit
                      Provisioning units other than time or geography
                        Can non-citizens apply Yes
                        Variable selection requirement True
                        Supporting documentation
                        Documentation for application