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ERIC Number: ED604594
Record Type: Non-Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
Improving Elementary School Students' Vocabulary Skills and Reading Comprehension through a Word Learning Strategies Program
Li, Linlin; Ringstaff, Cathy; Tripathy, Rachel Grimes; Flynn, Kylie; Thomas, Larry
Grantee Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, 2019)
This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program to improve elementary students' vocabulary skills and reading comprehension. The study used a multi-site cluster randomized, experimental design, which randomly assigned 92 4th grade classrooms (n=2558 students) from two cohorts to a treatment or control group. Results indicated that the program was positively associated with gains in students' vocabulary learning and knowledge as measured by the Word Learning Strategies Test and the VASE Assessment, and in students' reading comprehension as measured by the Gates-MacGrinitie Reading Test, after accounting for differences in baseline measures. The use of the WLS program also led to increases in teachers' awareness of strategies to support their students' vocabulary and reading comprehension. [This paper was published in the Proceedings of the 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.]
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305A150108
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations