Growth in Written Academic Word Use in Response to Morphology-Focused Supplemental Instruction

Autor/inn/en	Wood, Carla; Schatschneider, Christopher
Titel	Growth in Written Academic Word Use in Response to Morphology-Focused Supplemental Instruction
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 35 (2022) 2, S.399-426 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wood, Carla) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-021-10187-w
Schlagwörter	Morphology (Languages); Academic Language; Language Usage; Second Language Learning; Second Language Instruction; Grade 5; Elementary School Students; Language Proficiency; English (Second Language); Students with Disabilities; Language Impairments; English Language Learners; Teaching Methods; Language Fluency; Expository Writing + Suchen Sie Ihr Suchwort? Morphology; Morphologie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The aims of the current project were to: (1) describe average change in the use of academic words across the school year in writing and (2) examine potential predictors of growth in academic word use in response to morphology-focused supplemental instruction. Investigators utilized written expository responses of 824 students in 5th grade before and after a 20 week supplemental language instruction that focused on morphological knowledge in academic words. Students received supplemental Word Knowledge Instruction (n = 515) or business-as-usual (n = 307). The sample included students who were English Learners (ELs), previous ELs with fluent English proficiency (FEP), never ELs, and students with language-based learning disabilities (LLD). Small but significant increases in academic word use in written responses were evidenced from fall to spring. Results from a two-level hierarchical linear model with students nested within teachers indicated that a supplemental instructional approach predicted change in academic word use from fall to spring for students with differential effects by EL status. The morphology-focused supplemental instruction was related to larger gains in academic word use in writing than business-as-usual for students with LLD and FEP students. ELs with limited English proficiency showed similar outcomes in both conditions. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01