Improving Content Knowledge and Comprehension for English Language Learners: Findings from a Randomized Control Trial

Autor/inn/en	Vaughn, Sharon; Martinez, Leticia R.; Wanzek, Jeanne; Roberts, Greg; Swanson, Elizabeth; Fall, Anna-Mária
Titel	Improving Content Knowledge and Comprehension for English Language Learners: Findings from a Randomized Control Trial
Quelle	In: Journal of Educational Psychology, 109 (2017) 1, S.22-34 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000069
Schlagwörter	Course Content; Social Studies; Grade 8; Middle School Teachers; Teamwork; Cooperative Learning; Teaching Methods; English Language Learners; Reading Comprehension; Content Area Reading; Intervention; Reading Tests; Outcomes of Education; United States History; History Instruction; Control Groups; Statistical Analysis; Middle School Students; Multiple Choice Tests; Scores; Pretests Posttests; Randomized Controlled Trials; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Kursprogramm; Gemeinschaftskunde; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Sinnerfassendes Lesen; Lesetest; Lernleistung; Schulerfolg; History lessons; Geschichtsunterricht; Statistische Analyse; Student; Students; Schüler; Schülerin; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	Supporting the reading comprehension and content knowledge acquisition of English language learners (ELs) requires instructional practices that continue beyond developing the foundational skills of reading. In particular, the challenges ELs face highlight the importance of teaching reading comprehension practices in the middle grades through content acquisition. We conducted a randomized control trial to examine the efficacy of a content acquisition and reading comprehension intervention implemented in eighth-grade social studies classrooms with English language learners. Using a within-teacher design, in which 18 eighth-grade teachers' social studies classes were randomly assigned to treatment or comparison conditions. Teachers taught the same instructional content to treatment and comparison classes, but the treatment classes used instructional practices that included comprehension canopy, essential words, knowledge acquisition, and team-based learning. Students in the treatment group (n = 845) outperformed students in the comparison group (n = 784) on measures of content knowledge acquisition and content reading comprehension but not general reading comprehension. Both ELs and non-ELs who received the treatment outperformed those assigned to the BAU comparison condition on measures of content knowledge acquisition (ES = 0.40) and content-related reading comprehension (ES = 0.20). In addition, the proportion of English language learners in classes moderated outcomes for content knowledge acquisition. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01