Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill

Autor/inn/en	Cervetti, Gina N.; Fitzgerald, Miranda S.; Hiebert, Elfrieda H.; Hebert, Michael
Titel	Meta-Analysis Examining the Impact of Vocabulary Instruction on Vocabulary Knowledge and Skill
Quelle	In: Reading Psychology, 44 (2023) 6, S.672-709 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fitzgerald, Miranda S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2023.2179146
Schlagwörter	Meta Analysis; Vocabulary Development; Reading Instruction; Direct Instruction; Teaching Methods; Elementary School Students; Instructional Effectiveness; Reading Skills; Interrater Reliability; Effect Size; Semantics; Reading Strategies; Reading Comprehension + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Wortschatzarbeit; Leseunterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Reading skill; Lesefertigkeit; Interrater-Reliabilität; Semantik; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen
Abstract	We report on a meta-analysis designed to test the theory that instruction that involves direct teaching of academic vocabulary and teaching strategies to determine the meaning of unknown words develops students' abilities to infer new words' meanings and builds students' overall vocabulary knowledge. We meta-analyzed 39 experimental and quasi-experimental intervention studies conducted in grades K-5 to examine the effects of these instructional approaches. Results indicate that interventions that targeted word meaning instruction do not show overall positive effects on measures of breadth of vocabulary knowledge. Although strategy interventions are effective in improving word solving skills on near transfer measures, strategy interventions do not significantly impact students' overall breadth of vocabulary knowledge. These findings suggest that direct teaching of vocabulary words may not be effective for building overall vocabulary knowledge among elementary-grade students. More research is needed to examine the potential of teaching strategies to determine the meaning of unknown words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01