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1.
Abstract

In this experimental study, we examined the effects of a technology-mediated intervention to improve students’ understanding of academic vocabulary and its impact on measures of vocabulary and comprehension. The Vocabulators program was implemented in two states involving 24 teachers and 200 third-grade students identified as in need of supplemental vocabulary instruction. Individual students within each classroom were randomly assigned to treatment (n?=?100) or typical instructional practices (n?=?100) conditions. In the treatment condition, students received, on average, 29 lessons on vocabulary and comprehension. Results of linear regression analyses showed statistically significant and practical effects on experimenter-developed proximal measures of decoding (ES = 0.52), expressive vocabulary (ES = 0.78), receptive vocabulary (ES = 0.51), and near transfer measures of understanding vocabulary in sentences (ES = 0.65), and informational text comprehension (ES = 0.28). Group performance did not differ statistically on near transfer measures of sentence verification with vocabulary and narrative text comprehension as well as distal standardized measures of general vocabulary or reading comprehension. Findings suggest the potential impact of technology-based vocabulary/comprehension lessons to supplement typical instruction.  相似文献   

2.
Abstract

A cluster randomized trial estimated the effects of a supplemental vocabulary program, Elements of Reading®: vocabulary on student vocabulary and passage comprehension in moderate- to high-poverty elementary schools. Forty-four schools participated over a period spanning 2 consecutive school years. At baseline, 1,057 teachers and 16,471 students from kindergarten, first, third, and fourth grade participated. The schools were randomly assigned to either the primary or intermediate grade treatment group. In each group, the nontreatment classrooms provided the control condition. Treatment classrooms used the intervention to supplement their core reading program, whereas control classrooms taught vocabulary business-as-usual. The intervention includes structured, weekly lesson plans for 6 to 8 literary words and aural/oral and written language activities providing multiple exposures and opportunity for use. Hierarchical linear modeling was used to estimate both proximal (Year 1) and distal (Year 2) effects on vocabulary and passage comprehension. The intervention had positive and statistically significant proximal effects but no statistically significant distal effects. The results indicate that the intervention can improve targeted vocabulary and local passage comprehension, but expecting global effects may be overly optimistic.  相似文献   

3.
Abstract

In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension.  相似文献   

4.
In this experimental study we examined the effects of a technology-mediated, multicomponent reading comprehension intervention, Comprehension Circuit Training (CCT), for middle school students, the majority of whom were struggling readers. The study was conducted in three schools, involving three teachers and 228 students. Using a within-teacher design, middle school teachers' reading classes were randomly assigned to treatment (n = 9) or business as usual (n = 7) conditions. In the CCT condition, students received, on average, 39 lessons of video-modeled instruction in word reading, vocabulary, and comprehension instruction during reading intervention classes. Results of multilevel structural equation models indicated statistically significant effects favoring the CCT condition on three measures: reading comprehension latent variable (ES = 0.14), proximal vocabulary (ES = 0.43), and silent reading efficiency (ES = 0.28). Subgroup analyses indicated that students with lower entry-level reading comprehension tended to benefit more from the CCT intervention in reading comprehension, silent reading efficiency, and state test scores.  相似文献   

5.
Abstract

The purpose of this study was to investigate the efficacy of an 18-week program of direct and extended vocabulary instruction with kindergarten students on both proximal measures of target word knowledge and transfer measures of generalized language and literacy. A second purpose was to examine whether treatment effects would be moderated by initial receptive vocabulary knowledge measured at pretest. In a quasi-experimental design, 80 kindergarten students from schools serving large at-risk populations were taught the meanings of 54 vocabulary words within interactive story read alouds over 36 half-hour instructional lessons (2 lessons per week over 18 weeks). An additional 44 students served as a no-treatment control. Findings indicated that students who received vocabulary instruction outperformed controls on a measure of target word knowledge as well as measures of generalized receptive vocabulary and listening comprehension. In addition, initial receptive vocabulary was strongly related to posttest performance on all measures. Implications are discussed in relation to supporting vocabulary development in the early grades within a multitier framework of instruction and intervention.  相似文献   

6.
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to treatment and control conditions. A total of 182 first-grade teachers and their 1,811 students formed the sample. Treatment teachers received the TSG professional development from October to March. Teachers in the business-as-usual control condition received school/district professional development. A multilevel analysis was conducted to detect impacts. Significant impacts were found for teacher knowledge and observed teaching practice. No impacts were found at the student level.  相似文献   

7.
Twenty-five adolescents with learning disabilities were randomly assigned to either a keyword mnemonic condition or an experimenter-directed rehearsal condition and were individually taught 16 difficult vocabulary words, including 8 concrete and 8 abstract words. After an instructional period, students were given a test of literal recall as well as a comprehension test of their ability to apply newly acquired vocabulary words in a different context. Results indicated that mnemonically trained students outperformed control students on both abstract and concrete words, and on recall tests as well as on comprehension tests. Implications for vocabulary instruction as well as theories of learning disabilities are discussed.  相似文献   

8.
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs.  相似文献   

9.
The effects of a 20-session intervention targeting morphological word structure on vocabulary knowledge were investigated in four Grade 4 and 5 classes, assigned randomly to treatment and control conditions. Hierarchical regression analyses controlling for initial vocabulary showed significant instructional effects on morphological analysis and vocabulary with words that were taught directly and novel words built on bases that were taught in the context of other derivations, but not for words with untaught bases. Results indicated that the treatment group made better use of pre-test vocabulary knowledge in learning new vocabulary. Results are discussed in light of the growing debate regarding whether to teach many words in a shallow way or to provide deep, rich instruction about fewer words.  相似文献   

10.
In an effort to improve student achievement at an urban high school, teachers and administrators developed a 5-part, schoolwide vocabulary plan. Over 4 years, teachers provided students with increased opportunities to read, read to their students, developed content-specific vocabulary instruction, taught students academic words, and focused on 5 words each week with a common prefix, suffix, or root. Over the 4 years, student achievement in vocabulary and reading comprehension improved in significant ways, both on reading assessments and state achievement tests.  相似文献   

11.
This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction.  相似文献   

12.
The goal of this project was to develop and test the efficacy of a research-based early reading program that provided integrated reading instruction in kindergarten through 2nd grade. The Reading and Integrated Literacy Strategies (RAILS) program provided integrated instruction in word reading, vocabulary development, and comprehension to students in regular and self-contained special education classes in 2 schools serving low-income populations. Teachers provided explicit instruction in the alphabetic principle, phonemic analysis, word reading, vocabulary development, listening comprehension, and reading comprehension. Classes were organized so students received 2 periods of reading instruction daily, a longer morning period of instruction and a shorter afternoon review of instruction. The students in the RAILS program had significantly higher performance on standardized reading and language achievement tests, as well as on individually administered tests of phonemic awareness and reading fluency. The implications for research-based instructional practice that integrates instruction in word reading, vocabulary, and comprehension are discussed.  相似文献   

13.
英语水平的高低取决于所掌握的词汇量的多少，词汇量的大小直接影响阅读能力和速度，也影响学生应用能力的培养，因此在大学生英语教学中应加可词汇教学，教师应帮助学生学习单词，记忆单词，巩固单词， 尽快地扩大学生的词汇量，提高阅读能力和速度。  相似文献   

14.
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15.
This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.  相似文献   

16.
Although instruction has been shown to be effective at increasing vocabulary knowledge and comprehension, factors most important for promoting the acquisition of novel vocabulary are less known. In addition, few vocabulary studies have utilized models that simultaneously take into account child-level, word-level, and instructional factors to better understand the acquisition of novel vocabulary from informational text. Sixty-eight children with reading difficulties in Grades 3–5 were randomly assigned to either vocabulary strategy instruction or traditional comprehension instruction with both groups reading the same set of expository texts. Crossed random-effects models were used to predict item-level variance in vocabulary acquisition. Results indicated main effects for condition favoring vocabulary instruction, child-level predictors (vocabulary and knowledge of the content), and word-level factors (frequency and imageability). One interaction was significant, indicating that students with higher vocabulary scores were more likely to do better when provided vocabulary instruction than students with lower prior vocabulary.  相似文献   

17.
Low‐achieving adolescents are known to have difficulties with reading comprehension. This article discusses how reciprocal teaching can improve low‐achieving adolescents' reading comprehension in whole‐classroom settings (as opposed to small‐group settings) and to what extent intervention effects are dependent on teacher behaviour. Over the course of 1 year, experimental teachers (n = 10) were given extensive training and coaching aimed at using principles of reciprocal teaching, while control teachers (n = 10) used their regular teaching method. Observations of teacher behaviour were focused on instruction of reading strategies, modelling and support of group work and were performed in both experimental and control classes, comprising a total of 369 students (mean age = 13.01). Our study shows that reciprocal teaching contributed to adolescent low achievers' reading comprehension only when experimental teachers provided high‐quality strategy instruction. In addition, results suggest that the quality of implementation of reciprocal teaching in whole‐classroom settings should receive more research attention.

Highlights

What is already known about this topic
  • Reciprocal teaching is a method of instructing and guiding learners in reading comprehension.
  • It consists of a set of three related instructional principles: (a) teaching comprehension‐fostering reading strategies; (b) expert modelling, scaffolding and fading; and (c) students practising and discussing reading strategies with other students, guided and coached by the teacher.
  • High quality of implementation of reciprocal teaching by teachers in classrooms is difficult.
What this paper adds
  • After 1 year of implementing reciprocal teaching, no main effects of the treatment were established.
  • Intervention effects were moderated by quality of instruction: strategy instruction led to higher scores on reading comprehension in the treatment condition but not in the control condition.
  • Implementation of the instructional principles was by no means optimal: teachers were unable to provide detailed guidance to students working in small groups and modelling of strategies requires more experience and theoretical insight in the use and nature of reading strategies.
Implications for practice and/or policy
  • Extensive training and coaching are needed for teachers to become experts in reciprocal teaching.
  • Teachers need hands‐on tools to be able to guide students in their collaborative group work and to fade the teachers' role in order to allow more individual self‐regulation by students in their use of strategies.
  • Implementation quality has to be taken into account when doing effectiveness research and when adopting new, theory‐based didactic approaches.
  相似文献   

18.
Research Findings: This study compared the effects of content-based shared book-reading instruction versus an explicit vocabulary-only condition on the vocabulary development of preschool dual language learners (DLLs). Using shared book reading as the mode of instruction, we randomly assigned 48 bilingual preschool teachers and 281 Spanish-speaking DLLs from their classrooms at the class level to either a content-enriched interactive book-reading intervention or a thematic content-related vocabulary-only condition. Screened using the preLAS®, the DLLs were selected for the study based on their scores at the prefunctional and beginning levels of English proficiency. Intervention and comparison bilingual teachers implemented the assigned instructional approach in small groups, for 20 min daily, for 18 weeks. Based on the results of multilevel models, findings indicated pre- to posttest growth on taught words for each instructional condition, with no significant effects on standardized English language measures. Practice or Policy: Results suggest that preschool DLL children benefit from the systematic use of interactive content-enriched shared book-reading vocabulary instruction or direct teaching of content vocabulary when instruction integrates language interaction opportunities with higher cognitive talk and scaffolds. The vocabulary-only routine is a cost-effective approach but may not replace the broader benefits of reading books.  相似文献   

19.
Research Findings: The present study compared effects of explicit instruction on and practice with the phonological form of words (form-focused instruction) versus explicit instruction on and practice with the meaning of words (meaning-focused instruction). Instruction was given via interactive storybook reading in the kindergarten classroom of children learning Dutch. We asked whether the 2 types of instruction had different effects on vocabulary development and 2 precursors of reading ability—phonological awareness and letter knowledge—and we examined effects on these measures of the ability to learn new words with minimal acoustic-phonetic differences. Learners showed similar receptive target-word vocabulary gain after both types of instruction, but learners who received form-focused vocabulary instruction showed more gain in semantic knowledge of target vocabulary, phonological awareness, and letter knowledge than learners who received meaning-focused vocabulary instruction. Level of ability to learn pairs of words with minimal acoustic-phonetic differences predicted gain in semantic knowledge of target vocabulary and in letter knowledge in the form-focused instruction group only. Practice or Policy: A focus on the form of words during instruction appears to have benefits for young children learning vocabulary.  相似文献   

20.
Research Findings: This study examines the effects of low– and high–cognitive demand discussion on children’s story comprehension and identifies contributions of discussion, initial vocabularies, and parent reading involvement. A total of 70 English learner preschoolers took baseline vocabulary tests in Portuguese and English, were randomly assigned to experimental or control conditions, and were read pairs of books in small groups. In the experimental condition, 1 book per pair was discussed using low–cognitive demand (literal) talk. The other was discussed using high–cognitive demand (inferential) talk. In the control condition, books were read aloud without discussion. All children took story comprehension tests (new literal and inferential questions) following books’ third readings. Findings showed significant effects of discussion on comprehension. Repeated measures analyses indicated significant effects of high-demand discussion on both question types, particularly inferential questions. Regression indicated significant contributions of high-demand discussion beyond English vocabulary and home reading. Practice or Policy: High-demand discussion significantly influences chigldren’s inferential thinking skill, contributes benefits over and above expected impacts of initial vocabulary, and may offer benefits over low-demand talk for literal details. Teachers need not wait to engage young language learners in cognitively challenging discussion.  相似文献   

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