Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning

Joshua F. Lawrence, Amy C. Crosson, E. Juliana Paré-Blagoev, Catherine E. Snow

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the provision of texts and activities to be implemented across content area class, organized around engaging and discussable dilemmas. The program was evaluated with 1,554 middle grade students in 28 schools randomly assigned to treatment or control conditions. There were large effects on classroom discussion quality across all content areas, especially in math and science (Cohen’s d = 0.38-1.13). The program also produced significant, though small, effects on taught vocabulary (effect size =.25, p .01) but no effects on a standardized assessment of general vocabulary. Quality of classroom discussion mediated 14% of the treatment effect on vocabulary outcomes.

Original languageEnglish (US)
Pages (from-to)750-786
Number of pages37
JournalAmerican Educational Research Journal
Volume52
Issue number4
DOIs
StatePublished - Aug 13 2015

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vocabulary
learning
classroom
school
science
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Lawrence, Joshua F. ; Crosson, Amy C. ; Paré-Blagoev, E. Juliana ; Snow, Catherine E. / Word Generation Randomized Trial : Discussion Mediates the Impact of Program Treatment on Academic Word Learning. In: American Educational Research Journal. 2015 ; Vol. 52, No. 4. pp. 750-786.
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Word Generation Randomized Trial : Discussion Mediates the Impact of Program Treatment on Academic Word Learning. / Lawrence, Joshua F.; Crosson, Amy C.; Paré-Blagoev, E. Juliana; Snow, Catherine E.

In: American Educational Research Journal, Vol. 52, No. 4, 13.08.2015, p. 750-786.

Research output: Contribution to journalArticle

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