Adolescents’ Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms

2012 ◽  
Vol 56 (3) ◽  
pp. 231-240 ◽  
Author(s):  
Nonie K. Lesaux ◽  
Julie Russ Harris ◽  
Phoebe Sloane
Keyword(s):  
Middle School ◽  
Academic Vocabulary ◽  
Vocabulary Intervention ◽  
Urban Middle School

Effective Academic Vocabulary Instruction in the Urban Middle School

2010 ◽  
Vol 64 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Joan G. Kelley ◽  
Nonie K. Lesaux ◽  
Michael J. Kieffer ◽  
S. Elisabeth Faller
Keyword(s):  
Middle School ◽  
Vocabulary Instruction ◽  
Academic Vocabulary ◽  
Urban Middle School

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

Career expectations and aspirations of urban middle school girls

2011 ◽  
Author(s):  
Angela P. Vargas ◽  
Jennie Park-Taylor ◽  
Emma Fialkov ◽  
Lynelle Torres Chang
Keyword(s):  
Middle School ◽  
Middle School Girls ◽  
Career Expectations ◽  
Urban Middle School ◽  
School Girls

The Effects of Residential Mobility on the Education Outcomes of Urban Middle School Students and the Moderating Potential of Civic Engagement

2017 ◽  
Vol 55 (4) ◽  
pp. 570-591 ◽  
Author(s):  
Adam Voight ◽  
Regina Giraldo-García ◽  
Marybeth Shinn
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Civic Engagement ◽  
Residential Mobility ◽  
Afterschool Programs ◽  
School Students ◽  
School Factors ◽  
Urban Middle School ◽  
Education Outcomes ◽  
Urban Middle School Students

Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have lower academic achievement and rates of attendance and that mobile students who are leaders in school groups and attend afterschool programs have more positive education outcomes compared with their mobile peers who are uninvolved.

Sign in / Sign up

Export Citation Format

Share Document