ERIC Number: EJ728581
Record Type: Journal
Publication Date: 2005
Pages: 38
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1086-296X
EISSN: N/A
The Effects of Comprehensive Vocabulary Instruction on Title I Students' Metacognitive Word-Learning Skills and Reading Comprehension
Lubliner, Shira; Smetana, Linda
Journal of Literacy Research, v37 n2 p163-200 Sum 2005
This study examined the effects of a multifaceted, metacognitive vocabulary intervention on the reading comprehension and vocabulary achievement of fifth-grade children in one of California's lowest performing Title I schools. Instruction was comprehensive, designed to facilitate encoding of student-selected words, mastery of clarifying strategies, and executive control of strategies that maximize word-learning proficiency. Strong gains in reading comprehension and vocabulary achievement and increased metacognitive skills were documented following the 12-week vocabulary intervention. Comparisons of Title I students' scores and those of students in an above-average-performing school revealed large, significant differences before the intervention and small, nonsignificant differences following the intervention, suggesting a narrowing of the achievement gap.
Descriptors: Vocabulary Development, Literacy Education, Metacognition, Word Study Skills, Reading Comprehension, Socioeconomic Influences, Teaching Methods, Grade 5, Instructional Effectiveness, Reading Instruction, Achievement Gains
Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A