The purpose of the study that is reported in this article was to examine the effectiveness of a model of language-focused instruction, delivered by the classroom teacher, on the vocabulary and narrative development of kindergarten children living in high-poverty conditions. There were 22 participants, the majority significantly behind their peers on standardized measures of vocabulary and narrative (understanding and production). The four-day sequence of instruction focused on a different storybook each week for 12 weeks. The findings demonstrated that it was possible to increase both vocabulary and narrative with explicit classroom instruction, repeated experiences, and active engagement. Implications for core kindergarten instruction and for teacher education are discussed.
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