Objective: Research shows that the Expanding Expression Tool (EET) is an evidence-based viable method for teaching dual-word meanings given emerging evidence supporting instruction. The purpose of this investigation was to determine if vocabulary instruction with the Expanding Expression Tool (EET) results in increased vocabulary knowledge in K-3rd grade Title 1 elementary students. Method: Five children aged 5 to 9 years were recruited for this single case A-B research investigation. The dependent variable was increased vocabulary as measured by the number of semantic attributes provided to homonym (multiple meaning words. The independent variable was the use of direct instruction using EET. Results: All five participants demonstrated an increased number of semantic features as demonstrated by 100% percent non-overlapping data from baseline to intervention. Additionally, all four out of five participants’ intervention data fell outside the upper band boundary of the Two standard deviation band, indicated a therapeutic effect. Conclusion: The results of this investigation showed that semantic intervention with the EET can support increased vocabulary knowledge in primary elementary students. Additionally, multi-modal, descriptive intervention is a viable method for which to explicitly teach dual-word meanings.
