Let's PretendLet's PretendAn Intervention to Enhance An Intervention to Enhance Language Development in Language Development in

Low-Income KindergartnersLow-Income Kindergartners

Ann Cale KrugerAnn Cale KrugerEducational Psychology and Educational Psychology and

Special EducationSpecial Education

The Georgia Wolf Trap ProjectThe Georgia Wolf Trap Project

A collaboration of the Alliance Theatre, Fulton A collaboration of the Alliance Theatre, Fulton County Schools, and Georgia State UniversityCounty Schools, and Georgia State University

Funded for three years (2005-2008) by the U.S. Funded for three years (2005-2008) by the U.S. Department of Education, Arts Education Model Department of Education, Arts Education Model Development and Dissemination ProgramDevelopment and Dissemination Program

AcknowledgementsAcknowledgements

Students, Classroom Teachers, Teaching Artists, Students, Classroom Teachers, Teaching Artists, AdministratorsAdministrators

Jackie Gray, Carol Jones, Michele Mummert, Denise Jackie Gray, Carol Jones, Michele Mummert, Denise JenningsJennings

Audrey Ambrosino, Lynda Kapsch, Heather Smith, Audrey Ambrosino, Lynda Kapsch, Heather Smith, Nicole Lorenzetti, Carol Ashong, Brook Bays, Josephine Nicole Lorenzetti, Carol Ashong, Brook Bays, Josephine Lindsley, Callie Reeves, Daniel Medina, Kareema Spells, Lindsley, Callie Reeves, Daniel Medina, Kareema Spells, Peter Samuelson, Elizabeth McGarragh, Macy Peter Samuelson, Elizabeth McGarragh, Macy Strickland, Lisa QuickStrickland, Lisa Quick

Educational Psychology and Special EducationEducational Psychology and Special Education

Context of the Context of the InterventionIntervention

The “achievement gap” begins before the The “achievement gap” begins before the child’s first day of school. child’s first day of school.

Language development in early childhood Language development in early childhood predicts school performance predicts school performance

Low-income children begin Kindergarten Low-income children begin Kindergarten with less than half the vocabulary of high-with less than half the vocabulary of high-income students, leading to challenges in income students, leading to challenges in literacy developmentliteracy development

In high-stakes, underachieving schools, In high-stakes, underachieving schools, Kindergarten often does not resemble Kindergarten often does not resemble child-centered early educationchild-centered early education

Nature of the Nature of the InterventionIntervention

Theoretical orientation: shared understanding Theoretical orientation: shared understanding and intentions are sociocognitive processes and intentions are sociocognitive processes underlying cultural learningunderlying cultural learning

Social and communicative experiences that Social and communicative experiences that support the development of symbolic support the development of symbolic functioning are essential in early childhoodfunctioning are essential in early childhood

Pretend play, the developmental foundation of Pretend play, the developmental foundation of drama, is the child’s “first language.”drama, is the child’s “first language.”

Joint pretense and story sharing can unpack Joint pretense and story sharing can unpack language. Drama engages children’s emotions language. Drama engages children’s emotions and intellect, transcending culture and class.and intellect, transcending culture and class.

Design and Design and ImplementationImplementation

Random assignment of low-income schools to Random assignment of low-income schools to conditions (with waiting controls); pre-conditions (with waiting controls); pre-intervention/post-interventionintervention/post-intervention

Kindergarten classrooms - see DVDKindergarten classrooms - see DVD Professional learning opportunities for teachers Professional learning opportunities for teachers

in the summer and fall; artists and teachers in the summer and fall; artists and teachers collaboratively infuse drama into 13 language collaboratively infuse drama into 13 language arts lessons in January and Februaryarts lessons in January and February

Three years, almost 70 residencies, over 1200 Three years, almost 70 residencies, over 1200 students, approximately 16,000 contact hours of students, approximately 16,000 contact hours of instructioninstruction

Anticipated multiplicative benefit Anticipated multiplicative benefit

Sample CharacteristicsSample Characteristics Years 1, 2, & 3 combinedYears 1, 2, & 3 combined

N= 545 (control=217, intervention=328); 51% males

36% special needs (remedial ed, special ed or both)

71% qualified for free ( 130% poverty level) or reduced-cost lunch (130-185%) 2008 federal poverty level for a family of 4 is $21,200

94% African American Only significant group difference: Control = 90% AA;

Intervention=96%

Starting Point for Starting Point for the Samplethe Sample

0

10

20

30

40

50

60

70

80

90

100

Pretest Percentile Rank

PPVT

Oral Vocabulary

GrammaticUnderstandingSentence Imitation

Data SourcesData SourcesSchoolSchool Year 1Year 1

2005-62005-6Year 2Year 2

2006-72006-7Year 3Year 3

2007-82007-8

GG controlcontrol interventiinterventionon

interventionintervention

HH XX controlcontrol XX

TT XX XX controlcontrol

BB interventiointerventionn

interventiinterventionon

(services)(services)

SS interventiointerventionn

interventiinterventionon

intervention intervention

SbSb (services)(services) (services)(services) (services)(services)

Data Collected (Pre and Data Collected (Pre and Post)Post)

Year 1(05-06)Year 1(05-06) Year 2 (06-Year 2 (06-07)07) Year 3 (07-08)Year 3 (07-08)

CohorCohort 1t 1

KindergartenKindergartenLanguage Language

DevelopmentDevelopment

(PPVT, TOLD)(PPVT, TOLD)

Emotion Emotion UnderstandingUnderstanding

GKAP & GradesGKAP & Grades

1st Grade1st GradeCRCT Scores CRCT Scores

(ELA, Reading, (ELA, Reading, Math)Math)

GradesGrades

2nd Grade2nd GradeCRCT Scores CRCT Scores

(ELA, Reading, Math)(ELA, Reading, Math)

GradesGrades

CohorCohort 2t 2 XX

KindergartenKindergartenLanguage Language

Development (PPVT, Development (PPVT, TOLD)TOLD)

Emotion Emotion UnderstandingUnderstanding

GKAP& GradesGKAP& Grades

WritingWriting

1st Grade1st GradeCRCT Scores CRCT Scores

(ELA, Reading, Math)(ELA, Reading, Math)

GradesGrades

CohorCohort 3t 3

XX XXKindergartenKindergarten

Language Development Language Development

(PPVT, TOLD)(PPVT, TOLD)

Emotion UnderstandingEmotion Understanding

GKAP & GradesGKAP & Grades

WritingWriting

HypothesesHypotheses

Intervention students will show more improvement than control students in

Language Development Writing (near transfer) Academic Achievement (far transfer)

Each child serves as own control using analyses of covariance

Language DevelopmentLanguage Development

Over the Kindergarten YearOver the Kindergarten Year PPVT (receptive vocabulary)PPVT (receptive vocabulary) TOLD-P:3 subtestsTOLD-P:3 subtests

Oral Vocabulary (semantics)Oral Vocabulary (semantics) Grammatic Understanding (syntax)Grammatic Understanding (syntax) Sentence Imitation (syntax)Sentence Imitation (syntax)

Most challenging to describe when 3 Most challenging to describe when 3 years combinedyears combined

Grammatic Grammatic UnderstandingUnderstanding

TOLD PercentilesTOLD Percentiles

35

45

55

Control Intervention

Pre Post

WritingWriting Story starters Story starters

““On my way to school today I saw a magic bird…..”On my way to school today I saw a magic bird…..” ““On my way to school today I saw a singing tree….”On my way to school today I saw a singing tree….”

Administered in small groups by a researcher Administered in small groups by a researcher during Years 2 and 3during Years 2 and 3 Drawing with dictation or writing (with invented Drawing with dictation or writing (with invented

spelling) or some combination. A meaningful spelling) or some combination. A meaningful activity for the students.activity for the students.

Grounded inquiry led to coding categories. Grounded inquiry led to coding categories. Excellent reliability. (condition was obscured.)Excellent reliability. (condition was obscured.)

Quantitative Codes: words, word types, Quantitative Codes: words, word types, sentences, characters, voicing, perspectivessentences, characters, voicing, perspectives

VocabularyVocabulary

0

5

10

15

Control Intervention

PrePost

Mean Number Per Story

SentencesSentences

0

1

2

3

4

Control Intervention

PrePost

Mean Number Per Story

Qualitative Coding CategoriesQualitative Coding CategoriesCharacter ContinuityCharacter Continuity

The child mentions or implies the main character.The child mentions or implies the main character.SchemaSchema

The child writes about a typical routine during their day. The child writes about a typical routine during their day. “The magic bird got on the school bus.”“The magic bird got on the school bus.”

ThemeThemeThe child writes about a reciprocal relationship, a conflict, or The child writes about a reciprocal relationship, a conflict, or

a goal. “The magical bird followed me home. I shared my a goal. “The magical bird followed me home. I shared my snack with her.” snack with her.”

StructureStructureThe story starter is the beginning; the child supplies a middle The story starter is the beginning; the child supplies a middle

and an end. For example, “It was ignoring me.” is an and an end. For example, “It was ignoring me.” is an action. “It was ignoring me. It flew away.” has an ending.action. “It was ignoring me. It flew away.” has an ending.

ResolutionResolutionThe child creates an ending that completes the story theme. The child creates an ending that completes the story theme.

For example, “The magic bird flew away.” might be a story For example, “The magic bird flew away.” might be a story ending. However, “The magic bird flew away. I felt sad.” ending. However, “The magic bird flew away. I felt sad.” represents a conclusion to the theme.represents a conclusion to the theme.

PretestPretest

On my way to school today, I saw a magic On my way to school today, I saw a magic

bird…bird… I came to play with SpidermanI came to play with Spiderman..

The brat doll had braces.The brat doll had braces.

The magic bird was greenThe magic bird was green. . (Character Continuity)

The magic bird went to go to the gas station. The magic bird went to go to the gas station. (Schema)

I am trying to get my wand back from the magic bird. I am trying to get my wand back from the magic bird. (Theme)

The bird was magic. Those are birdies looking for The bird was magic. Those are birdies looking for food. The magic bird gave them food. food. The magic bird gave them food. (Theme and Structure).

PosttestPosttest

On my way to school today, I saw a On my way to school today, I saw a

singing tree…singing tree… The pig is in the mud.The pig is in the mud.

When I came out of my house, I saw a singing tree. My dog When I came out of my house, I saw a singing tree. My dog came out, too, and we all dancedcame out, too, and we all danced. . (Theme)

I don’t like singing trees. They always hurt my ears. The I don’t like singing trees. They always hurt my ears. The squirrel doesn’t like the tree singing. The squirrel threw an squirrel doesn’t like the tree singing. The squirrel threw an acorn in his mouth and was shaking his tail at him. Then the acorn in his mouth and was shaking his tail at him. Then the tree went in the water. He didn’t know that there was a tree went in the water. He didn’t know that there was a shark beneath him. The shark ate him up.shark beneath him. The shark ate him up. (Theme and Structure and Resolution)

I am walking in the woods. The sad tree is singing a sad song. I am walking in the woods. The sad tree is singing a sad song. I am going to see him crying. He is sad because he has no I am going to see him crying. He is sad because he has no friends. All his friends moved. He is sad while it is morning. friends. All his friends moved. He is sad while it is morning. (Theme and Structure and Resolution)

Writing QualityWriting Quality

0

10

20

Control Intervention

ThemeStructureResolution

Percentage of Students with Improvement over Time

Academic AchievementAcademic Achievement

Kindergarten - GKAP and grades-NSKindergarten - GKAP and grades-NS All analyses of follow-up in 1st grade All analyses of follow-up in 1st grade

and 2nd grade were conducted and 2nd grade were conducted controlling for Pretest Kindergarten controlling for Pretest Kindergarten PPVTPPVT

These analyses test for an effect one These analyses test for an effect one to two years later WITHOUT further to two years later WITHOUT further interventionintervention

Report Card GradesReport Card GradesFirst Grade (Cohorts 1 & 2)First Grade (Cohorts 1 & 2)

30

31

32

33

34

35

36

Control Intervention

Language Arts CRCTLanguage Arts CRCTFirst Grade (Cohorts 1 & 2)First Grade (Cohorts 1 & 2)

800

810

820

830

840

Control Intervention

Report Card GradesReport Card GradesSecond Grade (Cohort 1 Second Grade (Cohort 1

only)only)

30

35

40

45

50

Control Intervention

Special Needs SampleSpecial Needs Sample

0

10

20

30

40

50

60

70

80

90

100

Remedial Ed Special Ed Both

PPVT at K Pretest

Report Card GradesReport Card GradesFirst Grade (Cohorts 1& 2)First Grade (Cohorts 1& 2)

Special Needs OnlySpecial Needs Only

30

31

32

33

34

35

36

Control Intervention

CRCT Language ArtsCRCT Language ArtsFirst Grade (Cohorts 1& 2)First Grade (Cohorts 1& 2)

Special Needs OnlySpecial Needs Only

800

810

820

830

840

Control Intervention

CRCT ReadingCRCT ReadingFirst Grade (Cohort 1& 2)First Grade (Cohort 1& 2)

Special Needs OnlySpecial Needs Only

800

810

820

830

840

Control Intervention

CRCT MathematicsCRCT MathematicsFirst Grade (Cohort 1& 2)First Grade (Cohort 1& 2)

Special Needs OnlySpecial Needs Only

800

810

820

830

840

Control Intervention

RecapRecap Intervention Effect on Intervention Effect on Language DevelopmentLanguage Development

Significant improvement in syntaxSignificant improvement in syntax

Intervention Effect on Intervention Effect on WritingWriting Significant improvement in vocabulary and styleSignificant improvement in vocabulary and style

Intervention Effects on Intervention Effects on Academic AchievementAcademic Achievement First Grade: Language Arts CRCT and Grades First Grade: Language Arts CRCT and Grades Second Grade: GradesSecond Grade: Grades Special Needs First Grade: Grades and all three Special Needs First Grade: Grades and all three

CRCT measuresCRCT measures

ContributionsContributions

Not a revolution, but a reminder:Not a revolution, but a reminder: Developmental appropriateness Developmental appropriateness Encouraging children to find their Encouraging children to find their

voice- child-centered education voice- child-centered education supports symbolic developmentsupports symbolic development

Authentic, meaningful activity in a Authentic, meaningful activity in a language-rich and emotionally engaging language-rich and emotionally engaging contextcontext

Usefulness of this approach for Usefulness of this approach for development development and and learninglearning

What’s Next?What’s Next?

Analyses of contributions of Analyses of contributions of development (syntax) and learning development (syntax) and learning (writing) to language arts (writing) to language arts achievement over timeachievement over time

Analysis of teacher experience in the Analysis of teacher experience in the program on changes in student program on changes in student development and learningdevelopment and learning

GWTELL (US DOE 2008-2012)GWTELL (US DOE 2008-2012)