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ERIC Number: EJ866980
Record Type: Journal
Publication Date: 2009
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
Generating Knowledge of Academic Language among Urban Middle School Students
Snow, Catherine E.; Lawrence, Joshua F.; White, Claire
Journal of Research on Educational Effectiveness, v2 n4 p325-344 2009
A quasi-experimental study of a novel, cross-content area vocabulary intervention program called "Word Generation" showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not the comparison, schools showed greater growth than the English-only students. Improvement on the curriculum-specific test predicted performance on the Massachusetts Comprehensive Assessment System (MCAS) English language arts assessment, again only for students in the treatment schools. Recognizing the need to implement a more rigorous experimental study of this program, nonetheless we conclude that participation in the intervention, with its focus on deep reading, comprehension of current-events topics, productive classroom discussion, developing arguments, and producing persuasive essays, was a plausible contributor to student performance on the MCAS. (Contains 2 figures and 11 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Massachusetts
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System
IES Funded: Yes
Grant or Contract Numbers: R305A050056
IES Cited: ED560752; ED546480