The study included third grade students across seven schools in the northeast and southwest United States, six of which received Title I funding. Students identified as reading below average with some risk of reading failure within each class were randomly assigned to either the Vocabulators intervention or to continue their teachers' normal literacy instruction. The Vocabulators group participated in the program for half an hour a day, three days per week. Students used the program as determined by their teacher, such as during center/station time, intervention block, or during independent work times.

 

Results of the study showed significant impacts on researcher-developed measures of vocabulary, meaning students appeared to learn the targeted words taught through the program. However, there were no significant results on standardized measures of reading (ES = +0.01-=0.19, n.s.) or vocabulary (ES=+0.04, n.s.), meaning that these efforts did not transfer to more general vocabulary measures or comprehension. Further, on average, students completed less than half of the lessons, calling into question the degree to which they were exposed to the program. These findings demonstrate that further work is needed to understand whether vocabulary instruction using Vocabulators could improve reading comprehension for elementary students.