More than Words: Older Adolescents' Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk

Autor/inn/en	Townsend, Dianna; Barber, Ana Taboada; Carter, Hannah; Salas, Rachel
Titel	More than Words: Older Adolescents' Linguistic Resources in the Context of Disciplinary Achievement and Academic Risk
Quelle	In: Reading Psychology, 41 (2020) 8, S.778-802 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carter, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2020.1782291
Schlagwörter	Adolescents; Vocabulary; Academic Language; At Risk Students; Grade 11; Grade 12; High School Students; Intellectual Disciplines; Academic Achievement; Literacy; High School Teachers; Faculty Development; Reading Skills; Spelling; Morphology (Languages); Grade Point Average; Reading Achievement; Mathematics Achievement; Science Achievement; Writing Achievement + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Wortschatz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geisteswissenschaften; Schulleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Reading skill; Lesefertigkeit; Schreibweise; Morphology; Morphologie; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	This study explores older adolescents' linguistic resources, specifically academic vocabulary knowledge, in the context of factors that can impact their academic success and risk of dropping out of school. The data resulted from a collaboration among professional development personnel, teachers, and university researchers. Eleventh and twelfth grade students (N = 310) were administered measures of three dimensions of academic word knowledge. Academic word knowledge explained significant variance in reading, math, science, and writing. Furthermore, students' risk categories correlated with all measures, suggesting that efforts to support academic vocabulary for adolescents should be part of comprehensive interventions to help adolescents navigate academic risk. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01