Creating Collaborative Partnerships: Clinical Intervention Research in an Inner-City Middle School

1999 ◽  
Vol 21 (3) ◽  
pp. 151-162
Author(s):  
J. W. Stevens
Keyword(s):  
Middle School ◽  
Inner City ◽  
Clinical Intervention ◽  
Intervention Research ◽  
Collaborative Partnerships

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.

Evaluation Research on Psychoeducational Programming for Inner-City Middle School Boys Using the Man-Iquette Group Method and the Boy's Forum

2011 ◽  
Author(s):  
James M. O'Neil ◽  
Clewiston Challenger ◽  
Sara Renzulli ◽  
Emily Webster ◽  
Bryce Crapser
Keyword(s):  
Middle School ◽  
Inner City ◽  
Evaluation Research ◽  
Group Method

Using Mnemonic Strategies to Teach Information about U.S. Presidents: A Classroom-Based Investigation

1997 ◽  
Vol 20 (1) ◽  
pp. 13-21 ◽  
Author(s):  
Margo A. Mastropieri ◽  
Thomas E. Scruggs ◽  
Craig Whedon
Keyword(s):  
Middle School ◽  
Learning Disabilities ◽  
Inner City ◽  
Classroom Instruction ◽  
Instructional Condition ◽  
Students With Learning Disabilities ◽  
Main Effect ◽  
Numerical Order ◽  
Representational Pictures

Over a six-week period, students with learning disabilities in an inner-city middle school were taught the chronological orders of 32 U.S. presidents. For three weeks, they were taught using a modified mnemonic keyword-pegword strategy. For the next three weeks, they were taught using rehearsal and representational pictures. Two weeks subsequent to the six-week instructional period, students were given a delayed posttest in which they were asked to provide the numerical order of the president, given a president name; and the president's name, given the numerical order. Results revealed a significant main effect for instructional condition and a significant condition-by-response interaction, suggesting that information was processed differently, depending on instructional condition. Implications for classroom instruction are provided.

Bereavement Groups for Inner-City Children

1992 ◽  
Vol 2 (3) ◽  
pp. 405-419 ◽  
Author(s):  
Robert F. Schilling ◽  
Nina Koh ◽  
Robert Abramovitz ◽  
Louisa Gilbert
Keyword(s):  
Inner City ◽  
Empirical Research ◽  
Clinical Experience ◽  
Living Arrangements ◽  
Group Intervention ◽  
Longitudinal Research ◽  
Intervention Research ◽  
Treatment Intervention ◽  
Bereaved Children ◽  
Mixed Outcomes

Guided by theory, empirical research, and clinical experience, this demonstration tested a 12-session group intervention for 38 inner-city children who had lost a caregiver. The design of the group intervention was guided by the psychodynamic tradition of the sponsoring agency, themes from the bereavement literature, and findings from intervention research on bereaved children and adults. Attendance for the group intervention was high among those 29 children who completed posttests. The loss of the parent figure often had an impact on caregiving and living arrangements. Children rated themselves as significantly more depressed at pretest than their caregivers rated them, but at posttest this difference diminished. However, the majority of children remained depressed throughout the study. Pretest and posttest comparisons suggest that the treatment intervention may have enabled children to develop a more mature concept of death. Mixed outcomes and the methodological limitations of the study allow for multiple interpretations. Nevertheless, modest results reported here may encourage other clinical researchers to build on this early effort. Better understanding of how to treat bereaved children must await controlled, longitudinal research.

Sign in / Sign up

Export Citation Format

Share Document