OverviewProject WORLD

Words of Oral Reading and Language DevelopmentA Vocabulary and Knowledge Building Curriculum

2010-2014

WORLD Project Team

Dr. Jorge E. González, P.I. (2006-2014)

Texas A&M University

Dr. Sharolyn D. Pollard-Durodola, Co-P.I (2006-2014)University of Denver

Dr. Laura Saenz, Co-P.I. (2010-2014)University of Texas Pan American

Heather Davis, Project Coordinator, Texas A&M University

Nora Resendez, Project CoordinatorUniversity of Texas Pan American

Graduate Research Assistants (2006-2014)• Mathew Davis-TAMU Tamara Bravo-TAMU Dakota Seale-UTPA• Leonor Avila-TAMU Brenda Gamez-TAMU Nallely Garcia-

UTPA• Lisa Lockwood-TAMU Patricia Lerma-UTPA• Sophia Tani-Prado-TAMU Maricruz Luna-UTPA• Becky Haynes-TAMU Rica Ramirez-UTPA• Minjun Kim-TAMU Iris Vasquen-UTPA• Leina Zhu-TAMU Miguel Montemayor-UTPA• Heather Davis-TAMU Megan Jove-UTPA• Laura Frame-TAMU Sonia Torres-UTPA• Juanita Vaquero-TAMU Gloria Cardona-UTPA

Acknowledgements

• IES CFDA 84.305• IES Education Research Grants • IES Goal Two: Development Grant• Reading comprehension and reading scale-up research grants:

• Aim: Provide support for the development of interventions that address specific sources of reading comprehension difficulties.

• Award Period: June 2005 – May 2009

• IES CFDA 84.305A• IES Education Research Grants • IES Early Learning and Policies• Efficacy and Replication Goal grants that:

• Aim: Provide support for the development of interventions that address specific sources of reading comprehension difficulties.

• Award Period: June 2011 – May 2015

•

Project WORLD Overview

Pre-School Language

DevelopmentWord Knowledge

Knowledge of Text and Structure

World Knowledge

Scope and Sequence • Dual text structures • 5-day instructional cycles

• Focus on vocabulary and comprehension talk of varying complexity

• 20 minutes per day• Small group

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8Standards

Themes

Topics

Books

Concepts (Derived from Books and Concepts)

Comprehension(Selected High Priority Skills)

Vocabulary Lexical Sets(liquid, frozen, snow, garden, plant,

leaf)

Places Where We Live and Go Nature

PreK Guidelines: Science, Vocabulary, Social Studies, Listening Comprehension

Cities Homes School Water Snow Seasons Light

Narrative (story) Informational (non-fiction)

Where people live How plants help people Where animals live

Sequencing Retell Associations

Book Selection

Illustrations and text structure can be used to scaffold story narration, make predictions, and introduce new content information.

Target words are depicted in the text.Content and text length are age appropriate.Content related to science/social studies themes.Developmentally appropriate and sensitive.

Vocabulary Selection

Content-Related (theme/topic; science, social studies) Important to story/informational book. Important for later learning. Depictable (and depicted) in the book.

Visuals that Teach Concepts Theme – Places Where We Live and Go

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Y01 Vocabulary Outcomes

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BAU Project WORLD

Expressive LanguageReceptive Language

Y02 Vocabulary Outcomes

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10111213141516171819202122

Books Only Project WORLD

Receptive Language Expressive Language

Y03 Vocabulary Outcomes

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Comparison- Vocabulary Project WORLD

Receptive Language Expressive Language

Overview of Student OutcomesReceptive Language

Expressive Language

Listening Comprehension

Conceptual Knowledge

N Pre Post Pre Post Pre Post Pre Post

Y01 Standardized Measure Outcomes

Project WORLD 138 63.86 73.16 55.87 63.65 71.78 73.13 7.84 7.48

Business-as-Usual 114 63.75 72.13 55.33 64.60 71.58 72.96 9.61 8.70

Y02 Standardized Measure Outcomes

Project WORLD 135 67.02 76.17 57.12 72.58 72.70 75.67 7.26 8.63

Books 140 66.29 74.70 56.06 69.41 71.98 76.53 7.19 8.89

Y03 Standardized Measure Outcomes

Project WORLD 120 60.68 68.75 41.27 58.85 70.27 77.46 6.78 8.51

Vocabulary 114 58.85 66.84 41.06 57.93 69.65 75.80 6.47 7.68

Video Clip