Roetgen et al. PAC Data to Share.xlsx

Data are provided from Roettgen et al. (in preparation). The purpose of this study was to explore word characteristics that may predict vocabulary learning following explicit vocabulary instruction. Data from two recent efficacy studies of an explicit vocabulary instruction program delivered to preschool children (<em>Story Friends; </em>Kelley et al., 2020; Madsen et al., 2022) were included in this secondary analysis. Vocabulary words were categorized by word type and coded using the Perceptual Accessibility Continuum (Hadley et al., 2021). Multi-level modeling revealed that both perceptual accessibility and word type predicted vocabulary learning. Of the perceptual accessibility components, shape and concreteness contributed significantly to the model, but imageability did not. Results indicate that word characteristics (word type, perceptual accessibility) predict vocabulary knowledge of preschool children following explicit instruction. Results have potential implications for identifying and ordering words to teach based on relative contributions of various word characteristics.