Generating Knowledge of Academic Language Among Urban Middle School Students
Item
Title
Generating Knowledge of Academic Language Among Urban Middle School Students
Abstract/Description
A quasi-experimental study of a novel, cross-content area vocabulary intervention program called Word Generation showed significantly greater growth among 6th- to 8th-grade students in schools implementing the program than in comparison schools, on a curriculum-specific test. Furthermore, the language-minority students in the treatment, but not the comparison, schools showed greater growth than the English-only students. Improvement on the curriculum-specific test predicted performance on the Massachusetts Comprehensive Assessment System (MCAS) English language arts assessment, again only for students in the treatment schools. Recognizing the need to implement a more rigorous experimental study of this program, nonetheless we conclude that participation in the intervention, with its focus on deep reading, comprehension of current-events topics, productive classroom discussion, developing arguments, and producing persuasive essays, was a plausible contributor to student performance on the MCAS.
Author/creator
Date
In publication
Volume
2
Issue
4
Pages
325-344
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
1934-5747
URL
Citation
Snow, C. E., Lawrence, J. F., & White, C. (2009). Generating Knowledge of Academic Language Among Urban Middle School Students. Journal of Research on Educational Effectiveness, 2(4), 325–344. https://doi.org/10.1080/19345740903167042
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