Results of scientifically based research reveal that Text Talk instruction leads to important vocabulary gains!
A 2002 research study1
confirms that Text Talk is effective at enhancing students’ vocabulary development. The study compared students receiving Text Talk instruction with a matched control group of students continued with their standard instruction. Performance on a measure of receptive vocabulary for targeted words was evaluated with a winter pretest and spring posttest using a format similar to the Peabody Picture Vocabulary (PPVT). Results show that both kindergarten and first grade students in Text Talk group made significantly greater gains in vocabulary scores.
This research revealed more pronounced results for the lower performing kindergarten and first-grade students in the Text Talk group.2
Students who did not initially know any of the targeted words, and who received direct vocabulary instruction with Text Talk, fulfilled significantly more of their learning potential by mastering more new words than similar students in the control group. Researchers credited the learning potential gains of these “at-risk” students to the robust vocabulary instruction in the Text Talk program.
1: Beck, I.L. & McKeown, M.G. (2004). Increasing Young Children's Oral Vocabulary Repertoires through Rich and Focused Instruction. (Submitted for Publication.)
2: Beck, I.L. & McKeown, M.G. (2004). Increasing Young Children's Oral Vocabulary Repertoires through Rich and Focused Instruction. (Paper presented at the AERA annual meeting, New Orleans, 2002.)
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