Predicting Response to Vocabulary Intervention Using Dynamic Assessment

2020 ◽  
Vol 51 (4) ◽  
pp. 1112-1123
Author(s):  
Anna S. Gellert ◽  
Elisabeth Arnbak
Keyword(s):  
Response To Intervention ◽  
Morphological Analysis ◽  
Dynamic Assessment ◽  
Secondary Analysis ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
Fifth Grade Students ◽  
Static Assessment ◽  
Early Classification

Purpose The purpose of this study was to examine how well students' response to a morphological vocabulary intervention can be predicted before the start of the intervention from traditional static assessments and to determine whether a dynamic assessment with graduated prompts improves the prediction. Method A planned secondary analysis of a randomized trial of a morphological vocabulary intervention for fifth-grade students with limited vocabulary was conducted. Response to this intervention was examined for 111 participants based on their development in definitions of morphologically transparent words from pretest to posttest. Traditional static measures of vocabulary, knowledge of morphology, and morphological analysis as well as a dynamic assessment of morphological analysis were evaluated as predictors of students' response to intervention. Results The static pretest measures predicted more than half of the overall variance in students' response to intervention and provided a good classification of students with subsequent poor or good response to intervention. The single best static predictor was the static assessment of morphological analysis. Furthermore, the dynamic assessment added significantly to the prediction of the overall variance in students' response to intervention and to the correct early classification of students as poor or good responders. Conclusions The results suggest that an acceptable level of prediction of students' response to morphological vocabulary intervention can be obtained by means of a couple of static morphological measures. This study also provides evidence for the added predictive value of a dynamic assessment of morphological analysis.

Predicting Response to Treatment in a Tier 2 Supplemental Vocabulary Intervention

2018 ◽  
Vol 61 (1) ◽  
pp. 94-103 ◽  
Author(s):  
Elizabeth Kelley ◽  
Emily Leary ◽  
Howard Goldstein
Keyword(s):  
Response To Intervention ◽  
Secondary Analysis ◽  
Cluster Randomized Trial ◽  
Response To Treatment ◽  
Poor Responders ◽  
Specific Information ◽  
Tier 2 ◽  
Vocabulary Intervention ◽  
Effective Interventions ◽  
Cluster Randomized

PurposeTo effectively implement a response to intervention approach, there is a need for timely and specific information about student learning in response to treatment to ensure that treatment decisions are appropriate. This exploratory study examined responsivity to a supplemental, Tier 2 vocabulary intervention delivered to preschool children with limited language abilities.MethodA secondary analysis of a cluster-randomized trial of a supplemental vocabulary intervention was conducted. Responsivity (e.g., adequate learning) to the intervention was examined, and learning in the 1st few weeks of intervention was evaluated as a possible predictor of response to intervention.ResultsUsing a criterion of learning of 20% of target vocabulary, nearly one third of participants were identified as poor responders. A 1st unit benchmark was identified that maximized the sensitivity to identification of children who were likely to respond to the intervention.ConclusionsEven for generally effective interventions, there is likely to be a substantial proportion of children who are not responsive. Learning in the 1st few weeks of intervention may be a useful indicator of appropriate response to treatment and could inform instructional decisions.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

AN EARLY CLASSIFICATION OF NEW ZEALAND COASTAL CLIMATES

1964 ◽  
Vol 16 (2) ◽  
pp. 6-10
Author(s):  
R. P. Hargreaves ◽  
W. J. Maunder
Keyword(s):  
New Zealand ◽  
Early Classification

Early Classification of Time Series: Cost-based multiclass Algorithms

2021 ◽  
Author(s):  
Paul-Emile Zafar ◽  
Youssef Achenchabe ◽  
Alexis Bondu ◽  
Antoine Cornuejols ◽  
Vincent Lemaire
Keyword(s):  
Time Series ◽  
Early Classification

scholarly journals Characteristics of heat ceramics of Mordovian territory: on the example of the collection of Mordovian republican S. D. Erzia Fine Art Museum

2019 ◽  
Vol 11 (2) ◽  
pp. 222-231
Author(s):  
Andrey S. Barmenkov
Keyword(s):  
Comparative Analysis ◽  
Morphological Analysis ◽  
Fine Art ◽  
Art Museum ◽  
Maximum Extension ◽  
Different Types ◽  
The Subject ◽  
Functional Purpose

Introduction. The article is devoted to the description of pottery ceramics on Mordovian territory. The purpose of the article is to analyze the development of ceramics in Mordovian region. The object of the article is a collection of ceramics of Mordovian republican S.D. Erzia Fine Art Museum, the subject – the main features of the ceramics based on the morphological analysis of its exhibits. Materials and Methods. The material of the study was the results of the research of Russian scholars on ceramics of antiquity and modernity, as well as empirical materials presented by the ceramics funds of Mordovian republican S.D. Erzia Fine Art Museum. One of the main approaches implemented in the article is a comparative analysis of the exhibits based on the color of the shard. It allows the author to systematize utensils according to their functional purpose, and also to make an assumption about the various historical stages of the emergence of different types. Results and Discussion. The article systematizes the variety of forms of ceramics, reveals their quantitative relationships, the prevailing forms, and gives the comparative analysis of the existing forms. The classification of vessels was carried out in accordance with a number of criteria: the height and thickness of the neck, the design of the corolla cut, the diameter of the mouth and the maximum extension of the trunk, which allows one to draw conclusions about the similarity of the collection’s exhibits with other Mordоvian artefacts. Conclusion. It concludes about the existence of a certain standard in the production of ceramic dishes, and on the similarity of the studied ceramics and the collections of Russian monuments. Therefore, it states the preservation of local Mordovian pottery traditions in the course of wide interactions with Russian pottery ceramics.

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