Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders |
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| Authors: | C Patrick Proctor Bridget Dalton Paola Uccelli Gina Biancarosa Elaine Mo Catherine Snow and Sabina Neugebauer |
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| Institution: | (1) Boston College, 140 Commonwealth Ave, Chestnut Hill, MA 02467, USA;(2) Vanderbilt University, Vanderbilt, TN, USA;(3) Harvard University, Cambridge, MA, USA;(4) University of Oregon, Eugene, OR, USA;(5) Center for Applied Special Technology, Wakefield, MA, USA |
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| Abstract: | This quasi-experimental study investigated the effects of an Internet-delivered universally designed depth of vocabulary intervention
that targeted both English-speaking and Spanish–English-speaking students. Two hundred forty students, 49% of whom were Spanish–English
bilinguals, participated in the 16-week intervention. Intervention students read eight multimedia texts with embedded instruction
on 40 words and reading strategy support. Students could access all texts and activities in Spanish and English. In comparison
to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects
were non-significant for comprehension. Similarly, significant effects on researcher-developed measures of vocabulary depth
were detected, but not for a researcher-developed measure of breadth. |
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