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ERIC Number: EJ1180092
Record Type: Journal
Publication Date: 2018-Jun
Pages: 45
Abstractor: As Provided
ISSN: ISSN-0002-8312
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
McKeown, Margaret G.; Crosson, Amy C.; Moore, Debra W.; Beck, Isabel L.
American Educational Research Journal, v55 n3 p572-616 Jun 2018
This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43) and in Year 2, one seventh-grade reading teacher and 87 students (treatment n = 44; control n = 43) from the same public school. In both years, results favored instructed students in word knowledge, lexical access, and morphological awareness on researcher-designed measures. In Year 2, small advances were also found for comprehension. Transcripts of lessons shed light on processes of developing representations of unfamiliar words.
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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
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations