The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5. REL 2021-083

Autor/inn/en	Foorman, Barbara R.; Herrera, Sarah; Dombek, Jennifer L.; Wood, Carla; Gaughn, Linda; Dougherty-Underwood, Lynn
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Southeast (ED); Florida State University, Florida Center for Reading Research
Titel	The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5. REL 2021-083
Quelle	(2021), (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Students; Grade 5; Urban Schools; Outcomes of Education; Reading Instruction; Vocabulary Development; State Standards; Reading Improvement; Reading Achievement; Language Arts; Morphemes; Suffixes; Grammar; Transfer of Training; Instructional Effectiveness; Morphology (Languages); Reading Tests; English Language Learners; School Districts; Poverty; Florida + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lernleistung; Schulerfolg; Leseunterricht; Wortschatzarbeit; Leseleistung; Sprachkultur; Morphem; Grammatik; Training; Transfer; Ausbildung; Unterrichtserfolg; Morphology; Morphologie; Lesetest; School district; Schulbezirk; Armut
Abstract	District leaders in a large urban school district in central Florida wanted to examine the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new curriculum, called Word Knowledge Instruction (WKI), consists of 15-minute lessons 4 days a week for 20 weeks. The lessons address state standards and cover 20 prefixes and suffixes. Thirty-nine schools participated in the study, with 92 English language arts (ELA) teachers in high-poverty schools randomly assigned within schools either to use WKI or to continue to use their standard ELA curriculum. Classroom observations revealed that WKI was implemented as intended. WKI had a positive effect, equivalent to an increase of 9 percentile points, on students' ability to correctly extract and spell a base word from a derived word, one of the skills explicitly taught by WKI. WKI had no effect on two other related reading skills that were not directly taught by WKI (students' ability to select a nonword that best fits the grammatical context of a sentence or to use knowledge of word parts to infer meaning of new words) or on students' vocabulary or reading scores. These findings suggest that, although students learned what they were explicitly taught, the transferability to related but not directly taught skills might require more intense or longer duration instruction or additional professional development for teachers. [For the study snapshot, see ED611684. For the appendix, see ED611685.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/southeast/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01