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

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 vo...

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Detalles Bibliográficos
Publicado en:	Journal of Speech, Language & Hearing Research Vol. 60; no. 11; pp. 3237 - 3259
Autores principales:	Goldstein, Howard, Ziolkowski, Robyn A., Bojczyk, Kathryn E., Marty, Ana, Schneider, Naomi, Harpring, Jayme, Haring, Christa D.
Formato:	Artículo
Publicado:	American Speech-Language-Hearing Association Nov2017
Materias:	Curriculum Elementary schools Students with disabilities Intellect Language acquisition Learning Reading School children Special education Vocabulary Children Poverty areas Automation Probability theory Research funding Statistical sampling Statistics T-test (Statistics) Inter-observer reliability Maximum likelihood statistics Descriptive statistics
Acceso en línea:	Ver este registro en EBSCOhost