A Study of the Effectiveness of a Small-Group Intervention on the Vocabulary and Narrative Development of At-Risk Kindergarten Children

This study investigated the effect of a small-group storybook-based intervention on kindergarten students’ vocabulary and narrative development, which is important to later reading achievement. Twenty-eight kindergarten children from a high-poverty urban school, all significantly behind their peers on standardized measures of language development (semantic and syntactic) and narrative (understanding and production), were randomly assigned to the intervention or control group. The intervention students engaged in three 30-minute storybook-based lessons per week for 12 weeks, focused on vocabulary and narrative development. The intervention students made greater gains on both standardized and nonstandardized measures of vocabulary and narrative achievement than did control-group children.     

Process Evaluation for Stressor Reduction Interventions in Sport

Stressor reduction interventions may have the potential to improve the well-being of those involved in sport. Organizational psychologists have used these primary interventions in various performance domains. The authors describe the stressor reduction design and implementation processes, and the contexts in which they occur, that impact on these interventions. The authors then examine how process evaluation methods can be applied during stressor reduction in sport settings. Process evaluation requires the frequent collection of data about intervention experiences and events from multiple sources using a mixed-methods approach. The article contains practical recommendations for sport psychologists who implement stressor reduction interventions.