A Vocabulary Intervention Utilizing Multimedia and Native Language Supports for Dual Language Learners
Date
2020
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Abstract
An experimental crossover research design was utilized to investigate the effects of multimedia-enhanced instruction on the vocabulary acquisition of dual language learners in the early childhood age range. Sixteen 3-year-olds stratified by classroom and randomly assigned to condition participated in an eight-week intervention that incorporated evidence-based strategies to instruct vocabulary. The intervention focused on combining the strategies of multimedia and native language supports in order to increase vocabulary attainment in the areas of expressive and receptive language. Repeated measures given pre-, mid-, and post-intervention were used to evaluate the effectiveness of the intervention in the targeted area of vocabulary, as well as the generalized areas of expressive and receptive vocabulary.