Peer reviewed
Direct linkERIC Number: EJ1110614
Record Type: Journal
Publication Date: 2016
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
The Implications of Adolescents' Academic Word Knowledge for Achievement and Instruction
Townsend, Dianna; Bear, Donald; Templeton, Shane; Burton, Amy
Reading Psychology, v37 n8 p1119-1148 2016
The purpose of the current study was to determine relationships between orthographic and morphological awareness of academic words and achievement across content areas. Participants (n = 256), diverse seventh and eighth graders, took three word knowledge measures; two standardized achievement measures were used as outcomes. Orthographic awareness of academic words explained variance in achievement, beyond overall breadth of vocabulary knowledge, with significant changes in R[superscript 2] ranging from 0.02 to 0.08. Morphological awareness of academic words explained variance in achievement, beyond overall breadth of vocabulary knowledge, with significant changes in R[superscript 2] ranging from 0.06 to 0.16.
Descriptors: Academic Discourse, Vocabulary, Academic Achievement, Grade 7, Grade 8, Standardized Tests, Achievement Tests, Orthographic Symbols, Morphology (Languages), Knowledge Level, Middle School Students, Reliability
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills
Grant or Contract Numbers: N/A
