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...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 60; no. 11; pp. 3237 - 3259 |
|---|---|
| Autores principales: | , , , , , , |
| Formato: | Artículo |
| Publicado: |
American Speech-Language-Hearing Association
Nov2017
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=126194092&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 126194092 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2017 vid: 60 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 126194092 10.1044/2017_JSLHR-L-17-0100 ppf: 3237 ppct: 22 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction. aug: au: Goldstein, Howard Ziolkowski, Robyn A. Bojczyk, Kathryn E. Marty, Ana Schneider, Naomi Harpring, Jayme Haring, Christa D. affil: University of South Florida, Tampa University of Northern Colorado, Greeley The Catholic University of America, Washington, DC Florida State University, Tallahassee The Ohio State University, Columbus su: 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 sug: subj: Curriculum Elementary schools Students with disabilities Intellect Language acquisition Learning Reading School children Special education Vocabulary Children Elementary and Secondary Schools Marketing Research and Public Opinion Polling Poverty areas Automation Probability theory Research funding Statistical sampling Statistics T-test (Statistics) Inter-observer reliability Maximum likelihood statistics Descriptive statistics ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|