ERIC Number: EJ1136782
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Exploring the Efficacy of "The Word within the Word" for Gifted and Typically Developing Students
Gallagher, Shelagh A.
Roeper Review, v39 n2 p96-111 2017
An exploratory study of the efficacy of "The Word Within the Word" tested students' abilities to recognize, use, and recall vocabulary. Ten middle school teachers and their 493 students participated. Five teachers used "The Word Within the Word", and five used traditional vocabulary materials. Students completed an out-of-level sentence completion test and a test of prompted vocabulary recall. Analysis of sentence completion data revealed significant differences with moderate effect sizes, favoring students in "The Word Within the Word" sixth- and seventh-grade classes. Analysis of prompted vocabulary recall data revealed significant differences with moderate to large effect sizes at all grade levels, favoring "The Word Within the Word" classes. Results suggest that in this case, both gifted and typically developing students in classrooms using "The Word Within the Word" were more skilled in vocabulary recognition, use, and recall than students in classrooms using traditional methods of vocabulary instruction.
Descriptors: Gifted, Vocabulary Skills, Vocabulary Development, Middle School Teachers, Middle School Students, Recall (Psychology), Prompting, Sentences, Grade 6, Grade 7, Effect Size, Intervention, Recognition (Psychology), Teaching Methods, Intermode Differences, Instructional Effectiveness, Teacher Surveys, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7
Authoring Institution: N/A
Grant or Contract Numbers: N/A