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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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Published in:Journal of Speech, Language & Hearing Research Vol. 60; no. 11; pp. 3237 - 3259
Main Authors: Goldstein, Howard, Ziolkowski, Robyn A., Bojczyk, Kathryn E., Marty, Ana, Schneider, Naomi, Harpring, Jayme, Haring, Christa D.
Format: Article
Published: American Speech-Language-Hearing Association Nov2017
Subjects:
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
Online Access:View this record in EBSCOhost

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