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ERIC Number: EJ1034917
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 57
Word Games: Content Area Teachers' Use of Vocabulary Strategies to Build Diverse Students' Reading Competencies
Falk-Ross, Francine; Evans, Brian
Language and Literacy Spectrum, v24 p84-100 Spr 2014
Five content area teachers participated in this year-long qualitative research study focused on developing a language-building approach to support literacy activities for marginalized students. A mixed methods design evaluated the impact of the professional development program with the teachers. Data included structured interviews with the teachers, classroom observations (including videotapes), anecdotal notes, and students' standardized test results before and after the applications of the new content area literacy approaches, which revealed notable changes in students' reading comprehension, vocabulary use, and discourse participation, and a significant difference in the students' achievement following the interventions. Implications for teachers include increased use of language modeling to meet students' specific literacy needs.
New York State Reading Association. PO Box 874, Albany, NY 12201. Tel: 518-434-4748; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A