ERIC Number: EJ1159795
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
The Poor Get Richer: Heterogeneity in the Efficacy of a School-Level Intervention for Academic Language
Lawrence, Joshua F.; Francis, David; Paré-Blagoev, Juliana; Snow, Catherine E.
Journal of Research on Educational Effectiveness, v10 n4 p767-793 2017
We investigate the impact of a relatively brief cross-curricular intervention, Word Generation, on middle school students' development of taught academic vocabulary. Students (n = 8382) in forty-four middle schools in three urban districts were randomly assigned to treatment or control conditions. Treatment teachers implemented the program with minimal support and varying levels of commitment. Students in treatment schools scored almost a point higher on the curriculum-based vocabulary posttests than those in control schools (Hedges's g = 0.094, p < 0.05). Though there was no main treatment effect on the standardized measures of students' general vocabulary knowledge or reading comprehension, baseline-by-treatment interactions at the school and student level acted to attenuate the Matthew Effect in reading and vocabulary growth.
Descriptors: Intervention, Academic Discourse, Control Groups, Experimental Groups, Comparative Analysis, Pretests Posttests, Vocabulary Development, Middle School Students, Urban Schools, Instructional Effectiveness, Reading Comprehension, Hierarchical Linear Modeling, Reading Tests, Scores, Word Frequency, Program Evaluation
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Massachusetts (Boston)
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: R305A090555