|Title:||Content-Rich Vocabulary Development to Improve Reading Achievement of Struggling Adolescent Readers|
|Principal Investigator:||Goldenberg, Claude||Awardee:||Stanford University|
|Program:||Literacy [Program Details]|
|Award Period:||4 years||Award Amount:||$1,999,939|
|Type:||Development and Innovation||Award Number:||R305B070016|
Previous Award Number: R305B070688
Purpose: In this project, the researchers proposed to develop a content-rich vocabulary program for adolescent struggling in reading. The premise of this project was that limited vocabulary, and the limited background knowledge that accompanies it, severely limits the reading comprehension of struggling adolescent readers. Clearly, other issues can contribute to poor adolescent reading, such as inadequate reading fluency or lack of skill in using reading strategies. However, there is growing evidence that limited vocabulary and inadequate background knowledge create significant obstacles for many students. The researchers developed a vocabulary intervention to address this issue and obtained pilot data on the association between exposure to their intervention and subsequent vocabulary and reading comprehension gains.
Project Activities: The researchers conducted the project in urban school districts with substantial numbers of struggling adolescent readers. Project participants were to be seventh- and eighth-grade students with adequate decoding skills but poor reading comprehension, with a substantial number of participants being English-language learners and/or from low socioeconomic status (SES) and minority backgrounds. In the development phase, the researchers worked with middle-school English and history teachers to develop the Content-Rich Vocabulary program and to conduct observational studies in classrooms and elicit teacher feedback to develop and refine the program. In the field test phase, the researchers conducted a randomized study with eight schools assigned either to experimental or control conditions to establish whether there is plausible evidence of the program's effect on vocabulary and reading comprehension when compared to current instructional practice. Outcome measures included curriculum-specific vocabulary and reading comprehension measures, as well as general measures of reading vocabulary and comprehension, including the Gates-MacGinitie test of reading. Field test data were analyzed using hierarchical models. Teacher feedback on program design features and implementation data were analyzed using simple descriptive methods.
THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING
Sample: During the curriculum development phase of the study, the research team will work with 12 middle school English and history teachers. Project participants during the field test will be seventh- and eighth-grade students with adequate decoding skills but poor comprehension. A substantial number of participants will be English-language learners. Many of the students will be from low socioeconomic and minority backgrounds.
Intervention/Measure/Factor(s): The intervention will include the following features:
This intervention will support rather than replace a core language arts curriculum. It is intended to supplement the English language arts program.
Research Design and Methods: The researchers will conduct observational studies and elicit teacher feedback to develop and refine the program. In the field test phase, the researchers will use a randomized study with eight schools (at least three classrooms per school) assigned either to experimental or control conditions to establish whether there is plausible evidence of the program's effect on vocabulary and reading comprehension when compared to a current instructional practice.
Control Condition: Participants in the control condition will receive their regular classroom instruction.
Key Measures: Outcome measures will include curriculum-specific vocabulary and reading comprehension measures, as well as generalized measures of reading vocabulary and comprehension, including the Gates-MacGinitie test of reading.
Data Analytic Strategy: Field test data will be analyzed using hierarchical models. Teacher feedback on program design features and implementation data will be analyzed using simple descriptive methods.
Project Website: Word Intelligence&tm;: Developing Academic and Content Vocabulary
Additional Online Resources and information: ** This project was submitted to and funded under Interventions for Struggling Adolescent and Adult Readers and Writers in FY 2007.