Children's Productive Use of Academic Vocabulary

Autor/inn/en	Ma, Shufeng; Zhang, Jie; Anderson, Richard C.; Morris, Joshua; Nguyen-Jahiel, Kim Thi; Miller, Brian; Jadallah, May; Sun, Jingjing; Lin, Tzu-Jung; Scott, Theresa; Hsu, Yu-Li; Zhang, Xin; Latawiec, Beata; Grabow, Kay
Titel	Children's Productive Use of Academic Vocabulary
Quelle	In: Discourse Processes: A multidisciplinary journal, 54 (2017) 1, S.40-61 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2016.1166889
Schlagwörter	Grade 5; Elementary School Students; Low Income Groups; African American Students; Hispanic American Students; Vocabulary; Language Usage; Interviews; Teaching Methods; Cooperative Learning; Direct Instruction; Oral Language; Social Influences; Communication (Thought Transfer); Classroom Communication; Wildlife; Reading Tests; Questionnaires; Printed Materials; Pretesting; Intervention; Regression (Statistics); Statistical Analysis; Illinois; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Wortschatz; Sprachgebrauch; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Oral interpretation; Mündlicher Sprachgebrauch; Sozialer Einfluss; Communication; thought; Kommunikation; Gedanke; Klassengespräch; Lesetest; Fragebogen; Vortest; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Instructional influences on productive use of academic vocabulary were investigated among 460 mostly African American and Latina/o fifth graders from 36 classrooms in eight public schools serving low-income families. Students received a 6-week unit on wolf management involving collaborative group work (CG) or direct instruction (DI). The big question that students tried to answer during the unit was whether a community should be permitted to destroy a pack of wolves. In an individual oral interview about an analogue to the wolf question, whether whaling should be allowed, both CG and DI students used more general and domain-specific academic vocabulary from the Wolf Unit than uninstructed control students. CG students used more general academic vocabulary in the whale interview than DI students, and this was mediated by the CG students' greater use of general academic vocabulary in classroom dialogue during the Wolf Unit. These results suggest that CG is an effective instructional approach to promote acquisition and productive use of academic vocabulary for children from underserved communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01