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Effects of an Automated Vocabulary and Comprehension Intervention

Elizabeth J. Spencer, Howard Goldstein, Amber Sherman, Sean Noe, Rhonda Tabbah, Robyn Ziolkowski, Naomi Schneider

Journal of Early Intervention, 2012. DOI 10.1177/1053815112471990

Has this study been replicated?

The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2016.

Replications

• Systematic Replication of the Effects of a Supplementary, Technology-Assisted, Storybook Intervention for Preschool Children with Weak Vocabulary and Comprehension Skills, Greenwood et al. (2016). The Elementary School Journal. Outcome recorded: successful. Exposure to the intervention accelerated children's weekly oral language learning, and effect sizes were comparable to those of Spencer et al. Outcome read from the abstract. View paper

Cite this record

Spencer, E. J., Goldstein, H., Sherman, A., Noe, S., Tabbah, R., Ziolkowski, R., & Schneider, N. (2012). Effects of an Automated Vocabulary and Comprehension Intervention. Journal of Early Intervention, 34(4), 195–221. https://doi.org/10.1177/1053815112471990

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