New article published in Educational Research Review

The study “Closing early vocabulary gaps: A meta-analysis of interventions for children facing elevated risk for challenges in language development” by Leonie Dargiewicz, Svenja Wehrhöfer, Annika Ohle-Peters, Ulrich Ludewig, Fani Lauermann (University of Bonn) and Nele McElvany examines the effectiveness of vocabulary interventions for children aged 4 to almost 8 years who are at increased risk for challenges in language development.

Vocabulary knowledge is essential for language development and is an important predictor of later academic achievement. Already at the beginning of formal schooling, substantial differences in vocabulary knowledge in the language of instruction can be observed. These differences are particularly pronounced among children who are at increased risk for language development challenges due to factors such as low socioeconomic status, limited proficiency in the language of instruction, an ethnic background different from the majority, diagnosed language impairment, or language delay.

For the meta-analysis, the findings of 30 interventions involving a total of 4,184 students and 109 independent effect sizes were synthesized. Using a multilevel meta-analysis, the researchers examined the effectiveness of vocabulary interventions and investigated whether their effectiveness varied depending on different learner and intervention characteristics.

The results show a moderate overall effect of vocabulary interventions. The effect sizes differed depending on the type of control group and outcome measure. Interventions yielded larger effects when compared with business-as-usual treatment than when compared with an alternative treatment. Furthermore, effect sizes were higher when proximal, researcher-developed tests were used to assess outcomes than when distal, standardized tests were used.

The findings underscore the importance of systematic vocabulary interventions in formal educational settings. At the same time, they highlight that the measured effectiveness of vocabulary interventions can vary depending on the type of control group and outcome measure used.

To the Article: Article in Educational Research Review