Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools

Autor/inn/en	Jones, Stephanie M.; LaRusso, Maria; Kim, James; Yeon Kim, Ha; Selman, Robert; Uccelli, Paola; Barnes, Sophie P.; Donovan, Suzanne; Snow, Catherine
Titel	Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 3, S.448-483 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2019.1615155
Schlagwörter	Disadvantaged Schools; Reading Comprehension; Vocabulary Development; Academic Language; Perspective Taking; Early Adolescents; Program Effectiveness; Middle School Students; Literacy; Intervention; Language Skills; Elementary School Students; At Risk Students; Grade 4; Grade 5; Grade 6; Grade 7 + Suchen Sie Ihr Suchwort? Leseverstehen; Wortschatzarbeit; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zukunftsperspektive; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	With a sample of 7,752 fourth- to seventh-grade students in 25 schools which were randomized at the school level to condition, this article reports experimental impacts of an enhanced version of Word Generation on student outcomes at the end of Year 1 and of Year 2. Word Generation employs analysis, synthesis, critique, and problem-solving activities to build students' academic language, perspective taking, and ultimately their reading comprehension. Results indicate that the program improves the proximate outcome of academic vocabulary included in the curriculum after the first and second year of implementation for all students (Y1 effect size (ES) = 0.22, Y2 = 0.28 for fourth and fifth graders; Y1 ES = 0.13, Y2 = 0.16 for sixth and seventh graders). For those in the fourth and fifth grades, their perspective positioning skills also improved at the end of the first year (ES = 0.14), and their academic language skills (ES = 0.06), perspective articulation and positioning skills (ES = 0.12, 0.19), and reading comprehension (ES = 0.15) improved at the end of the second year. Among sixth and seventh graders, there were improvements in perspective positioning skills (ES = 0.19) and reading comprehension (ES = 0.10) at the end of Year 2. Effects after both Years 1 and 2 were stronger in high-exposure classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11