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ERIC Number: EJ855304
Record Type: Journal
Publication Date: 2009-Oct
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0922-4777
Academic Vocabulary and Middle School English Learners: An Intervention Study
Townsend, Dianna; Collins, Penny
Reading and Writing: An Interdisciplinary Journal, v22 n9 p993-1019 Oct 2009
The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A secondary goal of this study was to examine the predictive utility of students' English language proficiency, and students' general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention. However, participants' growth during the control period had the greatest predictive utility for their growth during the intervention. Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future research are presented.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A