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ERIC Number: EJ1045653
Record Type: Journal
Publication Date: 2014-Dec
Pages: 36
Abstractor: As Provided
Reference Count: 97
ISBN: N/A
ISSN: ISSN-0002-8312
Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence from a Randomized Field Trial
Lesaux, Nonie K.; Kieffer, Michael J.; Kelley, Joan G.; Harris, Julie Russ
American Educational Research Journal, v51 n6 p1159-1194 Dec 2014
We conducted a randomized field trial to test an academic vocabulary intervention designed to bolster the language and literacy skills of linguistically diverse sixth-grade students (N = 2,082; n = 1,469 from a home where English is not the primary language), many demonstrating low achievement, enrolled in 14 urban middle schools. The 20-week classroom-based intervention improved students' vocabulary knowledge, morphological awareness skills, and comprehension of expository texts that included academic words taught, as well as their performance on a standardized measure of written language skills. The effects were generally larger for students whose primary home language is not English and for those students who began the intervention with underdeveloped vocabulary knowledge.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6
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: R305A080631
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations