مؤتمر
Improving Elementary School Students' Vocabulary Skills and Reading Comprehension through a Word Learning Strategies Program
| العنوان: | Improving Elementary School Students' Vocabulary Skills and Reading Comprehension through a Word Learning Strategies Program |
|---|---|
| اللغة: | English |
| المؤلفون: | Li, Linlin, Ringstaff, Cathy, Tripathy, Rachel Grimes, Flynn, Kylie, Thomas, Larry |
| المصدر: | Grantee Submission. 2019Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, 2019). |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| تاريخ النشر: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150108 |
| نوع الوثيقة: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Students Vocabulary Development Learning Strategies Reading Comprehension Comparative Analysis Grade 4 Language Tests Reading Tests Teaching Methods Knowledge Base for Teaching Reading Instruction English Language Arts Supplementary Education Program Implementation Pretests Posttests Outcomes of Education Educational Quality |
| مصطلحات جغرافية: | California |
| Assessment and Survey Identifiers: | Gates MacGinitie Reading Tests |
| مستخلص: | This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program to improve elementary students' vocabulary skills and reading comprehension. The study used a multi-site cluster randomized, experimental design, which randomly assigned 92 4th grade classrooms (n=2558 students) from two cohorts to a treatment or control group. Results indicated that the program was positively associated with gains in students' vocabulary learning and knowledge as measured by the Word Learning Strategies Test and the VASE Assessment, and in students' reading comprehension as measured by the Gates-MacGrinitie Reading Test, after accounting for differences in baseline measures. The use of the WLS program also led to increases in teachers' awareness of strategies to support their students' vocabulary and reading comprehension. [This paper was published in the Proceedings of the 2019 Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada.] |
| Abstractor: | As Provided |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards without Reservations |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/Study/89823 |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| رقم الأكسشن: | ED604594 |
| قاعدة البيانات: | ERIC |
| الوصف غير متاح. |