TY - JOUR
T1 - Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
AU - McKeown, Margaret G.
AU - Crosson, Amy C.
AU - Moore, Debra W.
AU - Beck, Isabel L.
PY - 2018/6/1
Y1 - 2018/6/1
N2 - 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.
AB - 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.
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U2 - 10.3102/0002831217744181
DO - 10.3102/0002831217744181
M3 - Article
AN - SCOPUS:85041630900
VL - 55
SP - 572
EP - 616
JO - American Educational Research Journal
JF - American Educational Research Journal
SN - 0002-8312
IS - 3
ER -