Generating Knowledge of Academic Language Among Urban Middle School Students
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.
Journal of Research on Educational Effectiveness
Official Publisher's Webpage (Taylor & Francis)
Open Access Article (University of California eScholarship)
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
Publisher: Routledge _eprint: https://doi.org/10.1080/19345740903167042
C:\Users\huynh\Zotero\storage\78V9TXYZ\Snow et al. - 2009 - Generating Knowledge of Academic Language Among Ur.pdf