Adolescent Learning of Academic Vocabulary in Iceland

Autor/inn/en	Ólafsdóttir, Sigríður; Laster, Barbara; Stefánsson, Kristján K.
Titel	Adolescent Learning of Academic Vocabulary in Iceland
Quelle	In: Journal of Adolescent & Adult Literacy, 64 (2020) 1, S.79-87 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1055
Schlagwörter	Vocabulary Development; Comparative Analysis; Pretests Posttests; Outcomes of Education; Faculty Development; Reading Comprehension; Reading Tests; High School Teachers; Literacy Education; Intervention; Foreign Countries; Language Proficiency; Grade 10; Achievement Gains; High School Students; Iceland + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Lernleistung; Schulerfolg; Leseverstehen; Lesetest; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Language skill; Language skills; Sprachkompetenz; Achievement gain; Leistungssteigerung; Student; Students; Schüler; Schülerin; Studentin; Island
Abstract	The fields of vocabulary instruction, literacy professional development, and global language issues framed this research. Situated in Iceland, the intervention consisted of professional development for 10th-grade teachers focused on academic words in various subject materials, increasing the learners' proficiency in using explicit strategies to detect word meanings, and offering learners multimodal ways of working with the vocabulary. There were no significant differences between the participants in the experimental schools (n = 157) and in the control schools (n = 88). There were gains from pretest to posttest in vocabulary and in comprehension, and there were some promising trends that distinguished the experimental group from the control group on the reading comprehension test. The nature, intensity, and length of the professional development offered to the high school teachers and the relatively short time of measurement of student outcomes are suggested explanations of the results. [Funding for this research was provided by the Fulbright Foundation/US State Department Specialist Program.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01