Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning
Item
Title
Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning
Abstract/Description
Classroom discussion, despite its association with good academic outcomes, is exceedingly rare in U.S. schools. The Word Generation intervention involves the provision of texts and activities to be implemented across content area class, organized around engaging and discussable dilemmas. The program was evaluated with 1,554 middle grade students in 28 schools randomly assigned to treatment or control conditions. There were large effects on classroom discussion quality across all content areas, especially in math and science (Cohen’s d = 0.38-1.13). The program also produced significant, though small, effects on taught vocabulary (effect size = .25, p < .01) but no effects on a standardized assessment of general vocabulary. Quality of classroom discussion mediated 14% of the treatment effect on vocabulary outcomes.
Date
In publication
Volume
52
Issue
4
Pages
750-786
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0002-8312
Citation
Lawrence, J. F., Crosson, A. C., Paré-Blagoev, E. J., & Snow, C. E. (2015). Word Generation Randomized Trial: Discussion Mediates the Impact of Program Treatment on Academic Word Learning. American Educational Research Journal, 52(4), 750–786. https://doi.org/10.3102/0002831215579485
Comments
No comment yet! Be the first to add one!