Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence from a Randomized Field Trial

Autor/inn/en	Lesaux, Nonie K.; Kieffer, Michael J.; Kelley, Joan G.; Harris, Julie Russ
Titel	Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence from a Randomized Field Trial
Quelle	In: American Educational Research Journal, 51 (2014) 6, S.1159-1194 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214532165
Schlagwörter	Middle School Students; Control Groups; Experimental Groups; Vocabulary Development; Morphology (Languages); Reading Comprehension; Language Skills; Writing Skills; At Risk Students; English Language Learners; Student Diversity; Intervention; Urban Schools; Second Language Instruction; Second Language Learning; Faculty Development; Measures (Individuals); Reading Skills; Fidelity; Program Implementation; Observation; Program Effectiveness; Models; California; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Wortschatzarbeit; Morphology; Morphologie; Leseverstehen; Language skill; Sprachkompetenz; Writing skill; Schreibfertigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fremdsprachenunterricht; Zweitsprachenerwerb; Messdaten; Reading skill; Lesefertigkeit; Beobachtung; Analogiemodell; Kalifornien
Abstract	We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students' vocabulary knowledge, morphological awareness skills, and comprehension of expository texts that included academic words taught, as well as their performance on a standardized measure of written language skills. The effects were generally larger for students whose primary home language is not English and for those students who began the intervention with underdeveloped vocabulary knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11