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.
Structured Abstract
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.
The intervention will include the following features:
- a student instructional program, accompanied by teacher materials to support implementation that targets Content-Rich Vocabulary needed by struggling adolescent
- a focus on teaching two types of individual words: high-frequency words used by mature readers that carry information across domains (e.g., exposure, variation) and domain-specific words highly pertinent to history/social studies
- a focus on word-learning strategies such as the meanings of high-utility prefixes, suffixes, and roots, and using contextual clues within sentences, including appositive forms, and synonym, definition, and antonym clues
- documentation of wide reading to extend word use through a log system
- documentation of word awareness beyond the classroom through a Vocabulary Notebook
- curriculum modules designed to fit into either a regular 40-minute English class or as a separate 20- or 40-minute additional period, depending upon the results of the observational studies
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.
People and institutions involved
IES program contact(s)
Products and publications
ERIC Citations: Find available citations in ERIC for this award here and here.
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.
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Additional project information
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