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ERIC Number: EJ1183024
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: EISSN-1521-0693
The Effect of a Social Studies-Based Reading Intervention on the Academic Vocabulary Knowledge of Below-Average Readers
Nancy K. Scammacca; Stephanie J. Stillman
Reading & Writing Quarterly, v34 n4 p322-337 2018
Deficits in academic vocabulary knowledge plague students who struggle with reading and impact their reading comprehension and performance in content area courses. Experts have developed interventions aimed at improving vocabulary instruction. However, questions remain concerning the effects of vocabulary gains on reading comprehension and content learning. To address these questions, we explored the impact of an intervention on social studies academic vocabulary knowledge among 8th-grade students with below-average reading comprehension. Results of a randomized controlled trial indicated that treated students had greater mastery of social studies vocabulary. In addition, scores on vocabulary knowledge predicted content acquisition and reading comprehension scores. These results underscore the need for in-depth vocabulary instruction and the importance of assessing gains in word knowledge in terms of both breadth and depth.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100013