Browsing by Subject "Vocabulary"
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Item Analysis of two randomized field trials testing the effects of online vocabulary instruction on vocabulary test scores.(2011-09) Fehr, Charles NormanLearning to read requires knowledge of word meanings for those words most commonly encountered in basic reading materials. Many young students lack the basic vocabulary knowledge needed to facilitate learning to read. Two randomized studies were conducted to test the effects of an online, computer-adaptive vocabulary instruction program designed to provide remedial instruction on word meanings for high frequency words. Study 1 was small in scope (N = 43) and tested whether the program could improve word knowledge on a corpus of 100 target words taught to all students in the treatment group. Study 2 was larger in scope (N = 192) and tested whether more extensive use of the computer-adaptive program, which teaches students individualized sets of words from a 4000 word corpus, could improve vocabulary test scores. Scaling up from 100 words in Study 1 to 4000 words in Study 2 necessarily corresponded to a proportionally equivalent decrease in posttest sensitivity to changes in students' vocabulary knowledge. It is argued that such a decrease in standardized test sensitivity requires post-intervention analyses to be conducted at the item-level rather than the posttest total score level. These studies suggest that computer-delivered vocabulary instruction may be an efficient mechanism for remediation of vocabulary deficits. Assessment of post-intervention results at the item-level may be appropriate in other attempts to scale up curricula from pilot studies to classroom use.Item A comparison of word learning in 3-year-old children at-risk for language and literacy difficulties in two conditions: dialogic reading and activity-based intervention(2013-05) Rahn, Naomi L.Existing research suggests a need for an intervention that can accelerate vocabulary acquisition for young children at-risk due to poverty. An adapted alternating treatments design was used to examine the effects of Dialogic Reading and Activity-Based Intervention (ABI) on participants' production of target words. Participants were three 3-year-olds considered at risk due to poverty and limited expressive language who attended a preschool program for at-risk families in a large urban school district. Ten words, randomly assigned to each condition (Dialogic Reading, ABI, control), were taught during alternating 10-min intervention sessions three times per week. Data were analyzed using visual analysis and descriptive statistics. Results suggest ABI was more efficacious and efficient than Dialogic Reading for two of three participants. Maintenance data suggest Dialogic Reading was superior at 1 week post-intervention, while ABI was superior at 2 weeks post-intervention for two of three participants. There were no differences in generalization.Item Content Area Vocabulary Instruction: Teachers’ Beliefs, Knowledge, And Practices(2019-05) Bergeland, JohnIn an effort to improve an understanding of content area vocabulary instruction and how to support teacher-educators, in this study I sought to determine which vocabulary instructional practices were selected from the corpus and applied in instruction. I examined the knowledge and beliefs held by the participants about vocabulary instruction in their respective disciplines. In addition, I worked to determine the sources from which teachers acquire information to professionally proceed with the vocabulary instruction that does occur. Using a mixed methods design, I studied grades 6-12 science, social studies, and technical studies teachers’ beliefs about, and conceptions of, vocabulary instruction. While there has been increased attention to teaching vocabulary (Baumann, 2009; Blachowicz & Fisher, 2010; Fisher & Frey, 2014; Graves, 2006; Manyak et al., 2014; McKeown et al., 2018; Nagy & Townsend, 2012), little is known about how content area teachers conceptualize teaching their respective discipline-specific terminology. Therefore, the goal is to add to the existing knowledge base in academic disciplines via an examination of how teachers’ beliefs and conceptualization and enactment of the specific instructional practices in vocabulary.Item A Meta-analysis on the Effects of Vocabulary Instruction for English Learners(2020-12) Xiong, EllinaA meta-analysis of group studies and single-case design studies was conducted to examine the effectiveness of vocabulary instruction on vocabulary learning and reading comprehension for English Learners. Overall estimates indicate that vocabulary instruction promoted vocabulary learning and reading comprehension. The mean effect for vocabulary learning was g= 0.40 (CI95= 0.26-0.54, p< .001), a small to moderate effect. The mean effect for reading comprehension was g= 0.26 (CI95= 0.07-0.46, p= .01). Meta-regression was used to conduct moderator analyses, which indicated that differential effects were associated with methodological rigor, instructional programming, and outcome assessments at a statistically significantly level. Findings suggest that comprehensive interventions tend to produce larger effects, but that interventions do not require significant duration, frequency and intensity to produce positive effects. Direction for future research is suggested based on findings from moderator analyses.