Experimental Effects of Word Generation on Vocabulary, Academic Language, and Perspective Taking in High Poverty Middle Schools

Autor/inn/en	Jones, Stephanie M.; Kim, James; LaRusso, Maria; Kim, Ha Yeon; Selman, Robert; Uccelli, Paola; Barnes, Sophie; Donovan, Suzanne; Snow, Catherine
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Experimental Effects of Word Generation on Vocabulary, Academic Language, and Perspective Taking in High Poverty Middle Schools
Quelle	(2016), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Vocabulary Development; Middle School Students; Interdisciplinary Approach; Group Discussion; Literacy Education; Program Evaluation; Grade 4; Grade 5; Grade 6; Grade 7; Student Diversity; Low Income Groups; Comparative Analysis; Standardized Tests; Surveys; Age Differences; Perspective Taking + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Gruppendiskussion; Programme evaluation; Programmevaluation; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Standadised tests; Standardisierter Test; Survey; Umfrage; Befragung; Age; Difference; Age difference; Altersunterschied; Zukunftsperspektive
Abstract	Word Generation (WG) is a research-based vocabulary program for middle school students designed to teach words through language arts, math, science, and social studies classes. The program consists of weekly units that introduce 5 high-utility target words through brief passages designed to spark active examination and discussion of contemporary issues. WG was designed with the understanding that promoting classroom discussion can result in particular kinds of academic benefits, such as improved word knowledge, reasoning, and expression. The IES funded evaluation of WG (as part of the Reading for Understanding initiative) is a school-level experimental study that includes two cohorts of schools randomized to treatment and control conditions. The first cohort has been studied for three years and the second cohort for two years; we present findings after the end of the 2nd year of the study and at the end of the 3rd year of the study. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01