Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction
| Autor: | Howard Goldstein, Christa Haring, Kathryn E. Bojczyk, Naomi Schneider, Robyn A. Ziolkowski, Jayme Harpring, Ana H. Marty |
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| Rok vydání: | 2017 |
| Předmět: |
Male
Linguistics and Language Vocabulary media_common.quotation_subject Special education Language Development Language and Linguistics Speech and Hearing Automation Mathematics education Humans 0501 psychology and cognitive sciences Child Poverty media_common Supplemental instruction Language Tests Schools Intelligence quotient 05 social sciences Multilevel model 050301 education Language acquisition Vocabulary learning Word recognition Language Therapy Linear Models Female Curriculum Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | Journal of speech, language, and hearing research : JSLHR. 60(11) |
| ISSN: | 1558-9102 |
| Popis: | Purpose This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6–9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Results Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test–Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. Conclusion This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development. |
| Databáze: | OpenAIRE |
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