Academic Vocabulary Learning in First through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction

Autor/inn/en	Goldstein, Howard; Ziolkowski, Robyn A.; Bojczyk, Kathryn E.; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D.
Titel	Academic Vocabulary Learning in First through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction
Quelle	In: Journal of Speech, Language, and Hearing Research, 60 (2017) 11, S.3237-3258 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2017_JSLHR-L-17-0100
Schlagwörter	Language Acquisition; Children; Low Income Groups; Comparative Analysis; Randomized Controlled Trials; Prior Learning; Vocabulary; Special Education; Grade 1; Grade 2; Grade 3; Elementary School Students; Word Recognition; Receptive Language; Expressive Language; Hierarchical Linear Modeling; Longitudinal Studies; Verbal Ability; Intelligence Tests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Child; Kind; Kinder; Vorkenntnisse; Wortschatz; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Worterkennung; Rezeptive Kommunikationsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mündliche Leistung; Intelligence test; Intelligenztest
Abstract	Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Results: Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test--Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. Conclusion: This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01