Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students

Autor/inn/en	McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L.
Titel	Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
Quelle	In: American Educational Research Journal, 55 (2018) 3, S.572-616 (45 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217744181
Schlagwörter	Vocabulary Development; Reading Comprehension; Intervention; Middle School Students; Grade 6; Grade 7; Outcomes of Education; Reading Instruction; Reading Teachers; Experimental Groups; Control Groups; Public Schools; Lexicology; Morphology (Languages); Instructional Design; Word Lists; Reading Tests; Pretests Posttests; Scores; Reaction Time; Program Implementation; Fidelity; Learning Processes; Statistical Analysis; Observation; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Lernleistung; Schulerfolg; Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Public school; Öffentliche Schule; Lexikologie; Morphology; Morphologie; Lesson concept; Lessonplan; Unterrichtsentwurf; Wortliste; Lesetest; Reaktionsvermögen; Learning process; Lernprozess; Statistische Analyse; Beobachtung
Abstract	This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grade reading teacher and 87 students (treatment n = 44; control n = 43) from the same public school. In both years, results favored instructed students in word knowledge, lexical access, and morphological awareness on researcher-designed measures. In Year 2, small advances were also found for comprehension. Transcripts of lessons shed light on processes of developing representations of unfamiliar words. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01